第一篇：新版(外研版)四年级英语上册全教案
《英语》(新标准)（三起）第三册 Module 1 Unit 1 Go straight on.一、准备阶段: Ⅰ 教学目标: 情感目标：培养学生乐于助人的品质。
知识目标：学习句型Where’s West Lake Road, please? Go straight on.Turn left.Turn right.Where are you going? 能力目标：培养学生问路、指路的能力。Ⅱ 教学重点;1.学习句型：Where’s „,please? Go straight on.Turn left.Turn right.Where are you going? 2.掌握单词及词组：house/ go straight on/ turn left/ turn right/excuse me/ next to/ supermarket Ⅲ 教学难点:
掌握表示地点和方位的词
Ⅳ 辅助资源：
挂图、录音机、磁带、图片、课文VCD
二、教学过程: I.Warming up TPR活动。教师边说边做：”Right hand up.Right hand down.”学生跟着教师边做边说。II.Revision: 教师出示一些表示地点的图片如park/zoo/shop/school等，请学生抢答出单词。（通过复习地点单词为练习本课的句型Where’s „,please?做好铺垫。）III.Presentation: 1.教师拿出公园的图片对学生说：”I’m going to the park this weekend.Where are you going this weekend?”学生说出自己的出行计划”I’m going to„.”（为课文教学创设情景）2.教师说：”Sam is going to Daming’s house.Where is Daming’s house? Is it in West Lake Road or East Lake Road? Let’s wactch the VCD.” 3.学生观看课文VCD，找出答案并回答。4.教师提问：”Sam asks the way to the policeman.How does he ask?”学生听课文录音，大屏幕上出示Sam的问话。教师指导学生读句子。
5.所有学生来扮演Sam,教师来扮演policeman，同时在大屏幕上演示出课文中的路线图，教师边指图边讲解。教授词组go straight on/turn left/ turn right。
6.教师在大屏幕上出示几种路线图如：
让学生说出路线。
（通过练习及时操练重点词组。）
7.学生打开书，跟录音朗读课文。8.分角色朗读课文。IV.Practice: 1.活动：问路。
让学生自己画一幅地图，上面有三条路，分别标有school/ zoo/ supermarket/ my house.在地图的某处标有You’re here.教师请学生用自己的地图进行两人小组练习，一人问路：”Where’s the zoo, please?”，另一人指路:”Go straight on and then turn left”。
（此活动目的在于巩固练习问路及指路的语句，培养学生观察和动手能力。）2.活动：我迷路了。
教师准备一些路线图和要找的目的地单词卡。教师将单词卡片发给一些学生，再将路线图发给另一部分学生，那单词卡片的学生作为迷路者来问路，如：”I’m lost.Where’s the park?”拿着路线图的学生帮助他们来指路。（学生在活动中操练了问路和指路。）V.Summary:
教师说：”Today we have learned how to ask and show the way with Where’s „, please? Go straight on.Turn left.Turn right.” We use them in the daily life.VI Homework
请学生画出从家到学校的路线图并英语标注。
Module 1 Unit2 It’s at the station.教学设计
一、教学目标 ：
1、知识目标：学习单词： station, houses, hill, train, up, down, near
学习句子： Where’s train 1?The train is up/down the hill.2、能力目标：能听说、认读单词 station,houses,hill,train,up,down
能运用句子 It’s at the station, 来描述位置。
3、情感目标：通过学习本课知识，培养学生礼貌，热心，乐于助人的好习惯。
二、教学重难点 ：
重点：认读单词 station,houses,hill,train 和理解方位介词 up,down,near,at 难点：运用句子 It’s at the station.描述位置
三、教具 ：课件，卡片，录音机
四、教学过程 ： Step1 ： Warm--up
1、Greeting
2、I say you do:stand up,sit down,boys up,girls up,boys and girls down.Show me your hands,right hand,left hand
Show me your feet,left foot,right foot
3、Chant:Left hand,right hand,left hand, right
Go straight on ,now turn right
Left foot, right foot, left foot, right
Go straignt on, now turn left Step 2:Presentation 1、(课件展示一只小狗)T:What’s this?
Ss:It’s a dog.T:Yes,his name is doudou.We know,doudou is lost.Where is doudou live? Ss:NO.2 West Lake Road.T: now let’s help doudou to find his home.、动画课件展示街道和几处掩藏的建筑（station，hill，houses），通过 guessing方式，首先展示 station，doudou 乘 train 从 station 出发，来到 hill,up the hill and down the hill 之后，来到 houses，即 doudou’s home.课件展示移动的 doudou.Ss 根据 doudou 的路径 say:Go straight on,then turn left T:doudou stop here,where is it? Is this doudou’home? Ss guess yes or no T:let’s have a look.T 点击出现 station, 板书并教授此单词。T:what’s station? Bus station?let’s listen(点击 train 声音),It’s a train station.板书教授 train,(区别 train and tree, 着重强调 train 的发音)train 靠站，T ： where is the train?(板书)Ss:it’s at the station.T:Doudou gets on the train,and go on,the train stop again,maybe it’s doudou’s home.let’s see.No, what’s this?(点击出示 hill 并教授),train 上山然后下山，通过动画教授 up the hill ,down the hill.T:this time the train stop here,what happened? 点击出现 house, 通过 how 来教授 house.T: this is doudou’s home,NO2.West LakeRoad.Where is NO2.West LakeRoad?(点击出现 supermarket)It’s next to the supermarket.通过 next to 导出 near, 通过 ear 帮助学生掌握 near 的发音。
3.T:we help doudou find his home.There are four trains here,train1,train2,train3and train4,where’s the trains?listen and answer.(1)listen and point(2)listen and answer(3)listen and repeat Step3 practice 1.T:there is a new friend here,monkey.where is the monkey? 通过 monkey 的运动，依次做出回答，It’s up the tree/down the tree/near the houses/at the zoo 2.look,read and write on
up
near
at
down 1.The bus is ____ the hill.2.The tiger is ___ the tree.3.The cat is ____ the house.4.The car is _____ the hill.5.The car is ____ the zoo.Step4: sum up Step5 :Homework 画一幅你家附近的地图，用英语向朋友介绍怎样到达某地
Module 2 Unit 1 She’s reading a book.教学目标：
1、全体学生能理解：read, running, these, picture, take, take pictures
2、全体学生能运用：
语法：She’s reading a book.He’s taking pictures.词汇：reading, running, taking, taking pictures
3、学会谈论图片上正在发生的事情。
教学重点：
1、谈论图片上正在发生的事情。
2、掌握单词：reading, running, taking, taking pictures, 教学难点： 谈论图片上正在发生的事情。
教具学具： 多媒体课件，照片，单词卡片，小盒子 教学过程 教学反馈 Step 1 Warm up and lead in
1.Greeting.2.Read the chant of last module together.3.Show some pictures and ask the students to say something about the pictures.(展示一些照片，让学生看着照片说说照片上的人分别喜欢什么运动以及在做什么运动。对于照片上的人正在进行的活动学生不会表达的可以用中文来说。用中文来说了之后，询问学生同样的内容我们如果用英语来表达又该怎么说呢？学了这一课之后我们就可以用英语来表达了。)Step 2 Presentation
1.Learn the new words
Before we learn the new text, we learn some new words: these, reading, taking pictures, watching TV, playing with a toy train.(1)出示单词卡片，通过集体跟读，小组跟读，开火车类型活动让学生会读新单词。
（2）听音做动作。老师读一个单词，学生根据单词做出相应的动作。2．Listening(1)Play the tape, and ask the students to listen carefully.第一次播放录音，请学生看图，理解课文语境。
(2)Listen again and ask the students to point to the sentences and find “-ing”并圈出来。
第二次播放录音，可以让学生指着课文的句子默默跟读，找出带有“-ing”的单词。
(3)Listen for the third times and ask the students to repeat the sentences.Try to imitate the tone and the pronunciation.播放第三次录音，让学生跟着录音读，尽量模仿录音的语音和语调。
3、重点学习：She’s reading a book.He’s taking pictures.向学生展示一个小女孩看书的图片，跟学生说假设是我的照片，说明图片内容并板书：
I like reading.Look, I’m reading a book.带领学生说以上语句，说明照片的内容。
再展示一个男孩和一个女孩看书的图片，分别说明图片内容并板书：
Lily likes reading.Look!She’s reading a book.Tom likes reading.Look!He’s reading a book.带领学生说以上的句子，说明图片内容。
（板书的时候用不同颜色的笔呈现助动词“be”和实义动词的现在分词。）4.Practice
(1)Ask the students to look at the pictures on Page 10 and listen to the tape, and then repeat the sentences.(2)Take out a magic box.Ask the students to take a picture from the box and describe the picture.让学生从盒子中抽出图片，然后根据图片的内容，用本节课所学知识去描述图片。
Look at the pictures on Page10 and try to describe the pictures.让学生看图片说出盼盼的活动。
然后请学生两人一组进行训练，一人按照图片做动作，另一人说句子，然后交换角色开展活动。最后请部分学生进行展示。Step 4 Summary
Sum up what we learnt during this period.Review the words: these, reading, taking pictures, watching TV, playing with a toy train.And review the sentences: She’s reading a book.He’s taking pictures.She’s watching TV.He’s playing with a toy train.Step 5 Homework
1.Listen to the tape and repeat the text for several times.（注意模仿录音的语音和语调。）
2.Copy the text with the translation.(注意单词的书写格式。)板书设计 Module 2 Unit 1 She’s reading a book.reading
She’s reading a book.running
He’s taking pictures.taking taking pictures 教学反思
课题 Module 2Unit 2 What are you doing? 课型 新授课 教学目标 1．知识学习：句型： 1)---What are you doing?---I ' m „ 2)---What is heshe doing?---HeShe is „
2．习惯养成：培养学生积极主动的学习态度，能大胆开口，积极参与各项学习活动，善于与同学交流。
3.能力培养：培养学生用英语进行交流，养成用英语思维的良好习惯，提高学生的创造力和实践能力。
4.品德培养：培养学生团结合作的精神，养成良好的文明习惯。教学重点难点 重点：1)---What are you doing?---I ' m „ 2)---What is heshe doing?---HeShe is „ 难点：培养学生用英语进行交流，养成用英语思维的良好习惯，提高学生的创造力和实践能力。教学方法 直观演示帮助理解。师生活动过程 设计意图 1． Warm—up a.Greeting b.Ask and Answer复习上节课学过的内容，出示挂图根据挂图的内容,说出句子,可找个人说,或小组代表,或集体说.2.Leading-up a.找同学做动作,其他同学介绍他在做什么? b.同学做动作.老师问What are you doing?多说几遍,找同学回答,然后让学生试着说 What are you doing?可以师生问答,或生生问答.掌握好之后变换人称What is he /she doing ?三人一小组进行练习.学习新单词 listen to ,music, read ,掌握词组listen to music, read a book,根据卡片练习句子I’m listening to music /reading a book./ watchingTV, 3.情景操练
根据上节课学过及新学的词组,句型同桌练习，或者小组练习.根据图片或者动作进行对话练习:如: What are you doing? I’m listening to music 4．课文学习
大家看一下Sam的一家在忙什么,（1）Listen and point.播放录音，主要培养学生的认读能力，至少听两遍。（2）Listen and repeat.再次拨放录音，学生边指边读。(3)小组对话练习.分角色朗读.练习2,point and say
对话练习: What is sam doing? He ’s listening to music 同桌问答.找同学起来说.练习3.Act it out.What is he /she doing ?的问答.找同学到讲台上每一个人做一个动作不动.其他同学进行问答.练习5 仍旧是对正在进行的动作进行描述.巩固练习.也可以采取you say I do ,you do I say ,you say I draw等形式.Module3 Unit 1
What are they doing? 教学案例
教学内容
外研社新标准小学英语（三年级起）第三册 Module 4 Unit 1 教学重点、难点
重点：
(1)学习并掌握单词学词语Let’s get on lots of interesting thing look at
people park lake row boat men chess drink hungry
(2)句型：What are they doing? They are doing sth.难点：学生学会使用What are they doing? They are doing sth..教学方法
情景教学法：利用多媒体帮助学生直观理解，利用图片展开口语对话，设置真实情景引出新内容。
游戏教学法：运用游戏让学生进行巩固性操练和扩展性操练，增加操练的趣味。
教学准备
多媒体课件，单词卡片
教学过程
教学过程：
Step 1: Warming up(热身)
T: Read the passage that we have learnt in the last module.（复习上个Unit的知识，温故知新。）
Step 2: Presentation(呈现)
1、词句呈现（1）T：Let’s get on the bus.Do you know “Let’s”? For example, let’s run, let’s sing and let’s dance.让我们一起跑步，一起唱歌，一起跳舞。(板书Let’s,并教读这一短语和上述句子。)（2）T: Oh, the bus is coming, let’s get on the bus.(由此让生理解get on的意思。)
教读get on the bus（用get up换词为get on,以旧带新，降低难度。）
（3）T：Now, let’s get on the bus and go to the park.Do you know “park”?教park这一单词。
（4）T：In the park, we can see lots of interesting things.教“lots of”.（创设情境，进入一个整体的情景学习相关的词句。）
（5）T：In the park, we can see monkeys, snakes, they are interesting things.(教interesting things)Let’s see some interesting things in the park.（6）出示课件。
T: Guess.What are they doing?他们在做什么？
Ss：划船。
T：They are rowing a dragon boat.教row, boat 和row a boat以及复习dragon。(运用TPR进行教学。)
（7）出示课件：Look at the people.(教look at, people.TPR，结合图片教学)
T: I am look at you.We are people.T:Guess.What are they doing?
Ss：打太极。
T：They are doing Taijiquan.(文中这一句没有新词，所以用这一句来巩固所教的新句型，可使难度降低。)
T：你在做什么？我们可以说“What are you doing?”那‵他们在做什么？′怎样说？（以旧带新）
教What are they doing?这一句型。
（8）出示课件：
T：Look at the men under the tree.Guess.What are they doing?
Ss：下棋。
T：Yes.They are playing chess.教men, chess和playing chess
T:(结合图片)This is a man, and they are men.(出示幻灯片)Who can match?
出示课件：Look at these girls.How many girls?
（巩固刚刚教的单复数。）
出示图片：Who can match?
(questions: Look at _____girl.Look at ____girls.)
（9）T：Guess.What are they doing?
Ss：Drinking.T：They are drinking soybean milk.教drinking(TPR), soybean milk(milk在Book2 Module 4 学过，复习呈现，不重点学。)
2、课文呈现 T：Listen to the radio and answer questions.At the first time, you just listen.At the second time, you answer questions.（1）Look at the people in the park.They are doing _________.(2)Look at the people on the lake.They’re rowing a __________.（3）Look at the man under the tree.They are __________.（4）Look at these girls.They are drinking________.Step 3: Practice(模仿性操练活动)
1、Game : Role play and lucky numbers.（让生在玩中学习语言，记住语言）
T：I will choose some of your numbers.You will play the dialougue if you are chosen.（播放幻灯片，被抽中的学生根据幻灯片的图与句来两两操练。）
Step 4: Consolidation（巩固活动）
Guessing Game（让生在玩中运用语言）
1、出示课件，快速复习一些有关动作的词
playing with a basketball, writing a letter, watching TV, taking pictures, talking to friends 等。
2、T：Let’s play a guessing game.I want four students to come here and help me.Who can?（学生上来以后）One student guess, and three students do the actions according to the PPT.The others ask “What are they doing?”这一遍是为了给学生做示范，所以在玩的过程中师会提示。
3、在这四个学生的帮助下，师做完了示范，此后开始玩游戏。
Step 5: Extension(扩展活动)
Look and say
T: Do you like Xi Yangyang yu Hui Tailang? Here are two pictures about it.In each pictuer, there are sheep and wolfs.Choose two of them to make a dialougue.Let me show you an example.Example:
A: Wow!Look at them.What are they doing?
B: They are doing lots of things.Xi Yangyang is saying “Hello” to Mei Yangyang.But Mei Yangyang is crying.T: Now work in pairs, then I’ll choose some of you to make dialuogues.(《喜羊羊与灰太狼》是现阶段最受小学生欢迎的动画片，选其作为扩展性操练的情景，小学生表达的欲望会非常强烈的。)
Step 6: Summery and homework（课堂总结和作业布置）
1、Say the chant 指导背诵。学生先看图，在师的指导下用歌谣的形式进行背诵。最后用幻灯片播出四幅图，让学生尝试用歌谣的形式将课文背下来。（学习策略：用chant来辅助记忆，教学生可以用这样的方法进行背诵课文。将课文用歌谣的形式背诵，既易背，又有趣。）T：Can you say the chant according to the pictures?(指导背诵)
2、布置作业
Recite the dialougue.（课后作业是为了巩固课堂上学生所学的内容，如果课堂上学生已经达到了学习的目标，课后就应该不用做作业了。但学生要运用语言，就要先记住所学的内容，为了确保这一点，我让学生用歌谣背课文，既轻松，又可以记住语言。）
Module3 Unit2
What’s the elephant doing? 教学案例
一、教学目标：
1、知识目标：
识记单词：draw, jump, sing, dance 认读句子： What’s the elephant doing?
2、能力目标：
全体学生能运用What’s the elephant doing? 询问不明白的情景，并进行说明。
3、情感目标：
学习策略：遇到问题主动向老师或同学请教。
文化意识：通过了解英语词汇中的汉语借词，初步感知中外文化的异同。情感态度：乐于感知并积极尝试使用英语。
二、教学重难点：
识记单词：draw, jump, sing, dance 认读句子： What’s the elephant doing?
三、教学用具：
电子课本、点读笔、课件
四、课堂教学程序： 课前预测： 1.热身复习
出示一些人活动的图片，向学生提问“What are they doing？”“What is she doing ?”请学生回答。老师对学生说：“大家的本领都不简单，那么大家想知道Daming 和 Amy 又去了什么地方吗？ Let’s have a look!”
展示课本活动一的动画，请同学们看图。再次播放动画，请同学们完整的听一遍。最后播放录音，请同学们看图跟读。2.任务呈现： 教师告诉学生：“为了准备校园英语看图说话竞赛，我们今天要进行画图说话比赛，在此之前，我们先来学习一下动物名称吧。” 3.课文教学
播放活动二的动画，请同学们看图理解语境。
再次播放，让学生完整的听一遍
再次播放，让学生逐图跟读语句。
使用单词图片、单词卡片等学习新单词。
分小组表演课文。4.训练巩固。
完成课本活动3
完成课本活动4
完成课本活动5
完成活动用书的相关习题。学习歌曲
5、任务完成： 教师告诉学生：“为了进一步选拔参加校园英语看图说话竞赛的选手，现在我们在班级范围内进行画图说话比赛。”
五、家庭作业： A：向家人展示自己跟读模仿课文录音的情况。B:向家人或同伴演唱本模块学习的歌曲。C:完成活动用书练习四
Module4 Unit 1Do you want some rice?教学设计
一．教学目标
1.能听说读写单词：fast food、chopsticks、difficult、want、make, 2.学生能运用句子：Do you want some...?并能做出正确回答Yes,please.No,thank you.二、教学重 难点：
1.教学重点：掌握句型Do you want some...?Yes,please.No,thank you.并能就食物的选择向他人提问或回答他人。
2.教学难点： chopsticks、difficult的发音及新句型的运用。
三、教具准备 实物图片、四、教学过程 一）Warming up
1、Play a game: gussing game T:Hello,boys and girls.Ss:...T:Today we will learn the new lesson Module5 Food.First, let's play a guessing game.(复习以前学过的食物的单词)引导学生要用句型：Have you got _____? Yes ,I have.No, I haven’t.二）
presentation and practice
1、Do you like the food?
2、T:duplings、noodles and rice are Chinese fast food.Do you like Chinese fast food?
Ss:...（教学fast food）
T:Do you want some rice?(引出课题)用duplings、noodles 替换rice练读句型Do you want some...?并让学生用此句型向老师提问。老师回答Yes,please.No,thank you.3、T:I like noodles.But I don't know making noodles.Do you know making noodles? Ss:...T:（出示图片）Look, he's making noodles.(随机教学 making noodles)
4、T:I'm hungry.I want to eat some noodles.I need chopsticks.(拿出筷子)教读单词： chopsticks
difficult（个人读-小组读，齐读）
5、教授句型：Do you want some...?Yes,please.No,thank you.1）板书Do you want some...? 2）引导学生回答Yes,please.No,thank you并板书
6、practice 老师轮流指着实物图片提问Do you want some...?
8、听课文录音
Module4 Unit2 How much is it? 教学设计
一、教材分析
本课是第四模块的第二课，既延续了第一课的内容有向外发展购物知识的内容。以买卖商品为对话内容。考虑到本班实际情况，整节课以说为主，为学生学以致用的语言活动提供了语言铺垫。购物作为我们生活中的相关话题，有助于吸引学生学习兴趣，帮助学生积极开展英语日常会话。
二、教学目标 1 知识目标：
A学生能掌握购物时双方能使用的基本句型：can I help you ?how much is it?”“It;s...yuan.” B使用所学知识运用到活动场景中 2 能力目标：A通过学习购物常用句型提高学生英语交际口语能力B 通过真实情景任务提高学生综合运用语言的能力 情感目标：引导学生热爱生活，积极投入社会，享受沟通乐趣，同时有意的培养学生团队的合作意识。
三.教学重,难点
1.重点:掌握有关描述食物的价格和单词.2.难点：how much 的运用
四、教学准备
单词卡 价格标签 多媒体课件
五、教学过程 Step1: Warming up 1.Greeting T: Good morning, boys and girls.How are you today? Ss: Fine, thank you.And you T: I’m very well, thank you.2 sing a song “What do you want? juice or ice? What do you want? potato or tomato?”
(设计意图:唱歌谣及歌曲热身,激发学生兴趣.用实物展示,创设真实的情景,为学生提供一个极佳的语言实践机会,并能从旧知识自然过渡到新内容上来).3.Guessing game „„„
Step2: Leading in(1)出示食物图片rice milk meat dumping....教授dumping及flower新单词。在图片的后面标出价格(引入课文重点句子)T:Guess, how much is it? one yuan or five yuan and ten yuan?(2)教授句子How much is it? T: Do you want some dumpling? Ss: Yes,please.T: OK，let me see how much is it? Ss: It is ten yuan.(3)操练句子How much is it?(4)同桌之间互相问图片物品价格 S1：How much is it? S2:It’s...yuan
(6)教授句子“can I help you?”师出示句子Can I help you?并带读，适当地解释一下它的意思。然后再请一生上来扮演顾客，把刚才的剧 情表演一遍：A：Can I help you? B：Yes, How much is it? A：It’s...yuan.(设计意图:运用实物,图片介绍新语言项目,为学生创设了真实的有意义的情景,让学生得到直观的感性认识,加大了课程容量,接生了时间,同时也教给学生用不同的物体作替换练习方法).Step 3:Presentation 多媒体课件板书
(1)视听，讲解课文。
(2)教师教读，师生对读，分角色朗读，(3)学生齐读请两位学生进行表演,一人扮售货员,一人扮顾客.（在读书时激发学生能量，通常采取男女生比赛或小组比赛的读书效果很好）
Ste4:Play a game 1.在教室前门和讲台处,布置成商店,将标有价格的实物挂在墙上和白在讲台上,学生可以在商店中来回走动,与同伴一起练习用英文购物.请二学生扮演售货员.(师及时对学生学习进行鼓励性评价.)Assistant: Can I help you? S: Yes,How much is it？
Assistant: It’s five yuan.Do you want it? S: Yes, please.Assistant: Here you are.(取下来,交给”顾客”)S:Thank you
采购单
Thing(物品)Price(价格)milk ￥2 fish ￥5 rice ￥1 meat ￥6 noodles ￥3 cake ￥4
Step 5: Practice and consolidation(1)Have a rest Make a cake make a cake put in the pan Make a cake make me cake as fast as you can(2)小讲how much与how many(设计意图:1.巩固本课所学的重点内容,同时训练发挥发散思维,培养探究新知识的意识;2.培养学生在真实情景下进行焦急能力,培养口语表达能力.)
Step 5: Summery Lead Ss to sum up
Step 6: Homework.Listen to the tape and read the dialogue.Write the words.Module5 Unit 1Can you run fast?教学案例
教学目标： 认知目标
1、识记can、run fast、jump high、jump far and ride fast等词汇。
2、掌握句型Can you„？及回答Yes, I can./No, I can’t.并 能运用。能力目标
1、能运用Can you„?的句型询问他人在某一方面的能力。
2、能运用 You can„/You can’t„的句型客观的评价他人在某一方面的能力
3、能运用所学的语言知识来谈谈“我会做的运动”。情感目标
1、懂得客观的评价自己和别人。
2、通过学习，学生能够热爱运动、积极参加各种运动。教学重点
词汇run fast、jump high、jump far、ride fast和句型Can you„？Yes, I can./ No, I can’t.等知识的掌握和运用。教学难点
能运用所学的语言知识来谈谈“我会做的运动”。课前准备 1．教具准备
（１）实物：篮球、足球、乒乓球。（２）点读笔。2．课件准备
本课内容图片及相关的动画。.教学过程
●Step 1 Greeting Good morning，boys and girls.How are you? ●Step 2: Warming-up 1．学生边做动作边唱歌曲 《I’m listening to music 》 设计理念：
新《标准》注重学生的情感因素，着力培养学生的学习兴趣，激发他们的学习动机。小学生都喜欢唱歌、能给活泼可爱的小学生们营造欢乐的学习气氛，使学生的情绪高涨，提高学生的学习积极性，同时为学习起到复习和过渡的作用。2.复习学过的体育运动
What are they doing ?（出示图片）引导学生回答： playing football，playing basketball playing table tennis swimming jumping running 3..动词变变变
（老师通过课件显示变回原形的动词）让学生说说它们的变化。play football，play basketball play table tennis swim jump run 设计理念：
由于一段时间内，学生接触的是动词的现在分词形式，为了让学生给动词还原，先让学生说出动词的现在分词形式，在说出动词的原形，让学生感受其变化过程。●Step 3: Presentation of the text 1.课件出示画面和课文录音，学生听后判断。（1）Sam can run fast.()（2）Daming can jump high.()（3）Lingling can jump far.()（4）Amy can ride fast.()2．listen and repeat.设计理念：
呈现整篇课文内容，培养学生的英语语感，理解课文的大概内容。●Step 4: Presentation 1.教学新单词
(1)教授新单词can can’t（解释 can’t = can not）（课件出示）再引导学生用I can„/I can`t„说句子(2)教学run fast ①(出示运动员跑步图片)Look at this.What sport is this ? Yes ,it is run(师做跑步动作).出示单词（run, run fast）Run, run, run fast(师加快跑步动作)Can you run fast ? ②Now, stand up, please!Say and do after me.③个人、小组、集体等读.2．教学句型Can you run fast ?以及回答Yes, I can./ No, I can’t.（1）观看课文动画，找出can 和can’t.。（课件播放）
（2）教师分别出示一个篮球、足球、乒乓球。Look, What is this? 引导学生回答it’s a basketball.it’s a football.it’s a table tennis T:I can play basketball.I can play table tennis.But I can’t play football.can you play basketball? 引导学生回答：Yes, I can./ No, I can’t.T: can you play football? 学生回答：yes, I can./ No, I can’t.设计理念：
由学生身边的日常活动为话题引入新知学习，从学生的生活经验出发激发兴趣，导入过渡自然，简洁明快，为整个教学环节的展开作了良好的铺垫。
（3）教学新单词jump high、jump far、ride fast.（课件分别出示）把新单词放进Can you „ ?的句型操练。●Step 5: Practice 1.小组比赛 两人小组分别进行jump high /jump far比赛，如其他人说jump、jump、jump high，结束后教师评价Who’s the winner? XX is the winner.XX说 I’m the winner.2．谈谈“我会做的运动”。（1）（课件出示）Can you..? Yes, I can./ No, I can’t.（2）两人小组自由谈论“我会做的运动”（3）抽取两个小组上台表演。
3.练习: Fill in the blanks with “can” or “can’t”.(课件出示)
1)The dog _______ fly.2)I _______ eat a plane.3)The fish _______ swim.4)Sam _______ run fast.●Step6: Homework 回家后用Can you„？的句型来询问家人和朋友。
Module5 Unit2 Can Sam play football?
Teaching aims : 1.Knowledge aim:复习短语run fast/ jump high / jump far / ride fast及句型Can you „？Yes, I can.、No ,I can`t.2.Ability aim:能运用Can Sam play football?„询问他人的能力并进行回答：Yes,he can./No,he can’t.3.Emotion aim:通过看听说演唱等活动,使学生产生学习英语的兴趣,树立学好英语的信心。Importance points：能运用Can Sam play football?„询问他人的能力并进行回答：Yes,he can./No,he can’t.Difficult points：能运用Can Sam play football?„询问他人的能力并进行回答：Yes,he can./No,he can’t.Teaching method：任务教学法、情境教学法、交际法、听说演唱法、愉快教学法 Teaching tools： a football/ a basketball/ tape/ word cards Teaching procedures 教学过程： Step 1 Warmer 1.Greeting 2.Let’s sing a song:I’m listening to music Step 2 Presentation of new sentences 1.Play the tape:Listen and learn the chant.2.Ask and answer:Can you…..?Yes,I can./NO,I can’t.3.T:上节课我们调查了全班同学的才能。学习了今天的课文后，我们就能根据大家的才能组建兴趣小组了。
Step3 New teaching 1.Play the tape:Please listen to the tape and count:How many “can”?(Four can)2.Play the tape again:Listen and point,then repeat.3.Show cards:teach words”strong,star”(star:星星、明星、评价里面的小星星)4.Act the dialogue with the partner,then show.(分组、男女生分角色读)Step4 Practice 1.Act3:观察图中人物的表情和动作，请生尝试说出图中的动物名称
（两人一组，一人指，一人仿照例子描述图片。一轮后互换角色）2.Act4:Learn the chant.1).观察插图并尝试描述其内容。
2).Play the tape:Listen and repeat.引导生理解歌词描述的情境：A不会做某事，B向A提供帮助，然后两人一起完成任务。并鼓励学生向歌曲中的人物学习，培养互相帮助的良好品质。
3).Play the tape:逐句停顿，生跟唱，再小组内演唱、做动作。3.Act5:Play the game with your partner.4.Exercise book:Finish the exercises.Step5 Summary 1.我们已经学习了如何使用“can”询问他人的能力并描述自己的能力，现在组建班内兴趣小组。Names Play football Run fast Sing songs Jump far Ride bikes Jump high 2.举办班级才能展示大会。Step6 Homeworks 1.Act the dialogue for your family.2.Sing the new song for your family.
第二篇：新外研版四年级英语下册教案全册
四年级英语下册教案
一、指导思想
激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他们建立初步的学习英语的自信心；培养学生一定的语感和良好的语音、语调基础，使他们形成初步运用英语进行简单日常交流和书写，为进一步学习打下基础。
二、学情分析
我所教的四年级二班的学生共14人，通过一年的学习，大部分学生已经入门，开始进入状态，对英语的学习产生了浓厚的兴趣。但也有个别学生由于平时没有养成良好的学习习惯，课堂学习效果较差，对于他们要因材施教，注重差异，找出优缺点，本学期及时改进，共同进步。
三、教学目的、任务
1、提升学生学习英语的兴趣，养成良好的朗读书写的习惯；
2、发音准确、朗读流利，准确掌握书中的重点内容；
3、能够进行简单的日常用语的交流；
4、能够用简单的句子进行写作；
5、熟练掌握所学歌曲、chant等
6、了解西方文化，初步知道课文的文化背景。
四、教学重点难点 1．重点：
（1）提高课堂效率。
（2）养成良好的听英语、读英语、说英语的习惯。（3）发音清楚，语调正确，书写工整。
2．难点：使英语基础差的学生提高听、说、读、写的能力，全面提高英语成绩。
五、方法措施
1、认真备课，钻研《新标准英语》教材，进行课堂的有效教学，提高课堂效率，做到当堂内容当堂掌握。
2、创新运用各种不同英语教学法来辅助教学，如：情景教学法、直接教学法和TPR全身反应法，并开展一些有趣的活动、游戏让学生在轻松的氛围中学习英语。
3、创设英语情景和环境，使学生们在一定的英语语言环境里习得“第二语言”。做到“生活中有英语，英语中有生活”。
4、鼓励学生大胆说英语，肯定他们的进步（尤其是英语基础不好的学生），树立学生的信心，培养学生朗读和书写的习惯。
5、注重教材的灵活性和可操作性，以满足不同层次的学生的需求。帮助英语基础不好的学生，提升英语基础好的学生。
6、多教授chant和歌谣或小故事等促进学生多单词和句型的记忆。充分利用教科书中的课文创设栩栩如生的情景，为学生提供使用英语进行交流的机会。
7、课堂尽量英语化，打好每名同学的英语基础，重点提高差生的英语功底，同时适当地补充些课外内容，强化口语和应试能力，对每一单元的内容力争人人过关。
8、练习形式多种多样，手、脑、眼、肢体并用，静态、动态结合，基本功操练与自由练习结合，单项和综合练习结合。通过大量地实践，使学生具有良好地语音、语调、书写和拼读地基础，并能用英语表情达意，开展简单的交流活动。
六、教学进度：
教学内容
课时
Module 1
Module 2
Module 3
Module 4
Module 5
Module 6
Review Module1-3
Review Module4-5
Mid-term Examination
Module 7
Module 8
Module 9
Module 10
Review Module 6-8
Review Module 9-10
Final-term Review
2Final-term Review
Final examination
Module 1
Unit 1
she’s a nice teacher.教学目标： 知识与技能：
1.Words and phrases: nice a bit shy clever naughty
2.Sentences: This is Ms Smart.She is a nice teacher.3.Grammar: Using adjectives to describe person.过程与方法：单词、课文
情感、态度和价值观：描述一个人或物的特征 德育目标：用适当形容词描述人和物 教学重难点：
重点：1.Words and phrases: nice a bit shy clever naughty
2.Sentences: This is Ms Smart.She is a nice teacher.难点：Grammar: Using adjectives to describe person.教学方法：讲授、形容词的学习
教具准备：点读笔、图片、教学挂图、单词卡 教学过程：
（一）导入：Song: There are twelve months in the year.B: Free talk: Talk about your holiday.（二）探究新知Step one:
1、:利用CAI课件, 出示本单元主人公的头像，介绍主人公，以此引出本单元新单词：nice a bit shy clever naughty 出示卡片，学习新单词。
2、Learn the new lesson.Step one: Listen to the tape.Try to read the text.Translate the sentences.Listen to the tape again, read follow the tape.Read the text, boys and girls.Step Two: Talk about the pictures.Close your books, show the pictures(parrot，Xiaoyong，Maomao，Ms Smart)Example :(1)This is Parrot.Parrot is a very naughty bird.(2)This is Xiaoyong.He’s a clever pupil.Step Three: Using adjectives to describe person.利用实物投影展示学生带来的照片。(Describe the person using the adjectives
（三）巩固新知Game: 接龙游戏 Example: A: I’m XiaoLan.I’m a bit shy.B: XiaoLan is a bit shy.I’m ZhangYong.I’m very nayghty.C: ZhangYong is very naughty.I’m Jim, I’m a nice boy.（四）小结：用简单方法介绍人和他的特征。
（五）Homework:抄写新单词，每个单词抄写4遍。板书设计
Module 1
Unit 1 she’s a nice teacher.nice a bit shy clever naughty
This is Ms Smart.She is a nice teacher.Unit 2 He’s cool.教学目标： 知识与技能：
1.Words and phrases: cool little cute.2.Sentences: This is this is my big brother, He’s cool.过程与方法：对比、家庭成员的特征
情感、态度和价值观：根据每个人的特征并用适当的词来修饰。德育目标：培养对家人的关心和爱护。重点：Words and phrases: cool little cute.难点：Sentences: This is this is my big brother, He’s cool.教学方法：讲授、对比
教具准备：点读笔、图片、教学挂图、单词卡 教学过程：
（一）导入：Song: Row Row Row your boat.B: Free talk: Using adjectives to describe the poem.（二）探究新知Step one: Warmer: Using the adjectives to describe your classmates.Example: ① This is Xiaoyong.He is a clever pupil.② This is Yuanjiaqi.She’s very clever, but she’s a bit shy.Step Two: Listen and point.(1)Point out the different meanings of the word ―cool‖.In this unit, ―cool‖ means fashionable, and it is most commonly used to mean ―quite cold‖.The word ―cool‖ has other meanings as well, but they are ones that the students are unlikely to come across in the future.(2)Listen to the tape and underline the new words.Write down these adjectives on the board, and then learn these new words.Listen to the tape again.Read the text.Close your book.Use CAI shows the pictures of text.Choose some students to describe the pictures.Step Three: Listen and say, then say the poem and do the actions.Play the spoken version of the poem.And have the students.Repeat each line.Play the tape and have the students.（三）巩固新知Tell the students that they are going to work in groups of three or four.Do the AB unit 2.Game: Explain that they are going to play a game where they
have to whisper some information to their classmate.That classmate has to whisper the information to the next person.The last person.That person has to say that he she heard.Then, the other students listen carefully to find out if the message has changed at all.（四）作业布置Homework:抄写课文P5的句子
（五）小结：能用英语表述一个人的性格
板书设计：
Unit 2 He’s cool.mother---nice big brother---cool little sister---cute father---clever friend---naughty 教学反思：
Module 2
Unit 1 London is a big city.教学目标： 知识与技能：
Words and phrases: capital, about, beautiful, be from Sentences: I’m from London.London is the capital of England.It’s very big and very beautiful.Grammar: the present tense 过程与方法：单词、课文和对话
情感、态度和价值观：了解国外著名的旅游景点 德育目标：学语言就学她的语言文化背景
重点：Words and phrases: capital, about, beautiful, be from Sentences: I’m from London.London is the capital of England.It’s very big and very beautiful.难点：Grammar: the present tense 教学方法：讲授、对话
教具准备：点读笔、图片、教学挂图、单词卡 教学过程：
（一）导入：A: Chant: This is a little girl, and she has a little curl.And when she is good, she is very, very good.And when she is bad, she is very, very bad!B: Talk Free: T: Hello!Boys and girls.I’m a teacher.Are you a teacher? S1: No, I’m not.S2: No, I’m a pupil.T: Are you naughty? S3: No, I’m not.T: Are you clever? S4: Yes, I am.……
（反复操练，以此复习上节所学到的描述人物性格的单词：naughty, shy, clever, nice, cool.）
（二）探究新知 Step
一、导入
利用卡片教授“capital”，反复领读，读熟之后带入句子“London is the capital of England.”中。Then translate it into Chinese.找生用英语说出“北京是中国的首都。”鼓励学生踊跃参加抢答赛“说首都”，学生可以用中文说。
Step
二、新授
在愉快的氛围中，师告诉学生：“Amy 和Lingling 是同班同学。一天，Amy 带来了一本关于自己家乡—伦敦的书。Lingling 看见这本书后非常好奇，于是就请Amy 向她介绍伦敦的情况。现在我们就来跟 Amy 学一学怎样描述城市和景物。今天学习过后，请大家也来介绍一下自己熟悉的城市、地区或景物。
请学生听录音，听一听Amy 和 Lingling 之间的对话。师：“Where is London?” 生在地图上指出伦敦的位置。
再放一遍录音，让学生在自己的书上勾出描述城市的形容词（nice, big, beautiful, small）。
请学生根据插图和上下文猜一猜每个生词的意思。“beautiful”一词教师要反复示范，借助肢体语言帮助学生读清并理解这一单词。个别单词处理完之后，教师领读课文几遍。然后鼓励学生分角色大胆试读，教师及时给予表扬。新|课
| 标|第|一| 网
（三）巩固新知练习
完成SB 第一单元活动3。把全班分成两人一组，分别扮演 Amy 和 Lingling，进行问答练习。
例如：
1、A: What’s this?
B: It’s a book about London.It’s very nice.2、A: What’s the capital of England?
B: It’s London.（四）作业布置：抄写单词
（五）小结：去描述一个名胜古迹的特征 板书设计:
Module 2
Unit 1 London is a big city.It’s a book about London.London is the capital of England.Unit 2 It’s very old.教学目标： 知识与技能：
Words and phrases: long, wide, many, river, old, famous Sentences: This is the River Thames.It’s long and wide.Grammar: Using adjectives to describe cities and buildings.过程与方法：描述、对话
情感、态度和价值观：图览泰晤士河、大本钟、海德公园和伦敦塔桥 德育目标：通过图览这四个名胜古迹了解更多的地理知识 重点：Words and phrases: long, wide, many, river, old, famous Sentences: This is the River Thames.It’s long and wide.难点：Grammar: Using adjectives to describe cities and buildings.教学方法：描述、学歌
教具准备：点读笔、图片、教学挂图、单词卡 教学过程：
（一）导入：A: Song: Chant: This is a little girl.B: Talk about: Using adjectives to describe a person’s personality and London.（二）探究新知Step one、Warmer: Revise adjectives.Tell the students that I am going to say an adjective.They have to find something in their books that the adjective describes.Ask two or three students to say which object the chose.Example：T: It’s big.S1:(points to London)London.S2:(points to elephant)Elephant.S3:(points to Beijing)Beijing.Do more examples with the class.Step two、Listen, point and say:
1、Listen, point and find out the new words and underlime them.Then revise them using cards or pictures.(Write down these words on the board.)
2、After doing this, tell the students to close their books.I am going to say the first word of a two-word place name.These places are all in London.The students have to say the second word of the two-word name.Example: T: Buckingham…
Ss: …Palace.T: Hyde…
Ss:…Park.3、Have the students continue the activity in pairs.They should take turn to say the first word.4、Showing four pictures on the screen about “the River Thames”, “Big Ben”, “Hyde Park”, and “Tower Bridge”.(Write down these words.)The same time, I am going to read the text for the students.Have them remember the sentences.The second times, ask some students to introduce the pictures.5、Games: Guessing game.6、Do AB Unit 2 exercise 1.Quiz: Listen and say the answers.7、Showing AB Unit2 exercise 2 on the screen.Do this exercise together.（三）巩固新知Step three Practice
1、Do SB Unit2 activity 4.Listen and point.First, have students say something about these pictures.Then listen and guess which one is right.2、Do AB Unit2 exercise 4.Write about your school building.Step four、Learn to sing
1、Have the students look at the picture and describe it(children playing a game).2、Tell the students that this song, 'London Bridge is falling down' is a traditional English song.Explain that London Bridge is a very famous bridge in London.3、Play the spoken version of the song and have the students repeat each line.Play the tape and have the students sing the song.4、Explain the actions and have the class sing the song again.Choose some students to come to the front and play it.Let's see “Who is the winner?”
Have the students sing and do the actions after class.Games:
1、Guessing game
Tell the students that I am going to say adjectives and they have to think of some places in China that these adjectives describe.Example
T: Old.S1: Great Wall.S2: Palace Museum.（四）Homework：抄写课文第11页的句子，每句抄写2次。
（五）小结：了解英国的四大名胜古迹
板书设计Designs:
Unit 2 It’s very old.The River Thames
——
long and wide Big Ben
——
old and tall Hyde Park
——
beautiful Tower Bridge
——
famous and beautiful 课后反思：
Module 3 Unit 1 Robots will do everything.教学目标： 知识与技能：
1.Sentences: One day, robots will do everything.2.Words and phrases: robot
everything one day
housework
that
3.Using will to describe things in the future
过程与方法：Describing things in the future and talking about abilities 情感、态度和价值观：对机器人将来能力的期待 德育目标：要养成好习惯、自己的作业自己完成 重点：1.Sentences: One day, robots will do everything.2.Words and phrases: robot
everything
one day
housework
learn
our that 难点：Using will to describe things in the future 教学方法：讲授、对话
教具准备：点读笔、图片、教学挂图、单词卡 教学过程：
learn
our
（一）导入：(1)Warming up:---Greeting.Listen and act : e.g.wash clothes
watch TV
run
walk
play the flute
play football
jump
do homework
make a cake
row a boat play table tennis
(运用肢体语言来复习动词及动词词组，为本课will 的学习做好铺垫)
（二）探究新知(2)Presentation: Show a robot to the class and say “Today we’re going to talk about the robots.”
Describing the robots, it can sing.It can dance.One day, robots will do everything.(运用图片展示robot的含义)Ask to the students
“What else will the robots do?”
Show the CAI to students.(让学生看课件了解机器人能做什么不能做什么)
Now show the text to the students.Look at the book and ask.What can Daming’s robot do? Will robots do the housework?
Will robots help children learn?...Write the answers on the board: It can walk.Then drill this sentence and then change the word ―walk‖.Talk about the sentences:
They will do the housework.They will help children learn.Write the sentence on the board One day, robots will do everything.(用磁卡带替换动词及动词词组，让学生运用所学。同时理解one day的含义)Continue the words learning: housework help children learn… In groups, talk about the robots then report.（三）巩固新知(3)Practice: Do exercises in AB.In pairs act the text.Draw a robot and say what the robot can do.In pairs or in groups then report.Production: Look at Exercise 3 in the book and talk about what the robots will do in the future.Game: Guess what their robots will do.Then act.（让学生先画出自己的机器人，并展示给其他学生看，让其他学生猜一猜。运用任务并检查。）
（四）作业布置Homework: 抄写单词
（五）小结：动词一般将来时态也可以表示对未来的期待和预想 板书设计Design:
Module 3
Unit 1 Robots will do everything.It can walk.One day, robots will do everything.Unit 2 On Monday I’ll go swimming.教学目标： 知识与技能：
1.Words and phrases: homework, help, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday 2.Sentences: On Monday I’ll go swimming.Will you play football on Monday? Yes, I will.../No, I won’t.过程与方法：课文、歌曲、游戏
情感、态度和价值观：一般将来时可以表示今后打算 德育目标：用将来时说出自己一周的打算
重点：Words and phrases: homework, help, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday 难点： Sentences: On Monday I’ll go swimming.Will you play football on Monday? Yes, I will.../No, I won’t.教学方法：讲授和游戏
教具准备：点读笔、图片、教学挂图、单词卡 教学过程：
（一）导入：Warming up
Write the numbers1-7on the board.Write the words Monday to Sunday under the numbers.Have them predict the meaning of the words, Monday, Tuesday and so on.Point to the words and say them.Have the students repeat them.Now tell the students that you are going to say a day and they have to use an ordinal number and say which day is it.（二）探究新知Now point ,ask and answer Have the students suggest activities that they do and write a list on the board.e.g.play football, ride a bike, go swimming, read a book, watch TV, go to the cinema, go to school, walk in the park, play with a friend, do homework.Then draw the following calendar on the board: Monday Tuesday Wednesday Thursday Sunday Friday Saturday Have the students copy the calendar in their exercise book.They should write activities on the calendar.Then have the students work in pairs and tell one another what they will do on the seven day of the week.e.g.S1: On Monday I will watch TV.S2: I will do my homework on Monday.（三）巩固新知Listen and say ,then sing and clap Before singing the song Have the students look the picture and say what type of song this is.Have the children say the names of any clapping songs or games they know.Then act.While singing the song Play the tape and let the student listen to the melody.Then play the spoken version of the song and have the students repeat the line.Divide the students into seven groups.Asking each group a day of the week respectively.Have the students in each group write their day on a piece of paper.Explin that they must hold up their day of the week as they sing that word in the song, now have the class sing the song.（四）作业布置Homework：
（五）小结：一般将来时可以表示今后打算、还有will=’ll 板书设计Design
Unit2 On Monday I’ll go swimming
homework
家庭作业
help
帮助
Monday
星期一
Tuesday
星期二
Wednesday
星期三
Thursday
星期四
Friday
星期五
Saturday
星期六
Sunday
星期日
Module 4 Unit 1 Will you take your kite？
教学目标： 知识与技能： words and phrase：picnic take great ball why
beacause so 2 Sentence： We’re going to have a picinic
Will you take your kite？
Yes，I will./No, I won’t.3 Grammar: Talk about plan 过程与方法： 单词、课文和句型
情感、态度和价值观：正因为是春天、一野餐形式做准备
德育目标：春季是户外运动的好时机、劳逸结合、多到户外去运动。重点： words and phrase：picnic
take
great ball
why
beacause so Sentence： We’re going to have a picinic
Will you take your kite？ Yes，I will./No, I won’t.难点： Grammar: Talk about plan 教学方法：讲授、对话 教学过程：
（一）导入：A: Songs: London Bridge Following Down B: Free talk: Our school
（二）探究新知New concepts: Step1: Warmer: Teacher show some pictures about the ―Hyde Park
River Thames‖ S1: This is Big Ben.It’s very old and very beautiful.S1: This is Hyde Park.It’s very beautiful.S3:...Step2: Listen and point.T: It’s a ball.(Show the ball)I’m going to play ball.Will you play with me? S2: Yes, I will.T: I’m going to go to Hainain.Will you take a ball?(同时板书)S2：No，I won't.Step3: Teacher shows the cards about the new words.Students follow the teacher.The students read one by one.I play the tape and the students follow the recorder.S1: Will you go to Huanren tomorrow? S2: Yes, I will.S3: Tomorrow we’re going to have a Music lesson.S4: No, I won’t.Will和going to 的用法评出最好的一组。
（三）巩固新知Game：A： Two students play a game ．They choose one food or one object and do the action.S1: Will you take some noodles? S2: No, I won’t.S1: Will you take a cake? S2: Yes, I will.B: Four students look some pictures and tale about.A: We’re going to go to Hainan tomorrow.I will take my coat and my hat.Will you take your swimsuit?（用CAI）
B: No, I won’t.I’ll take my coat, too.Will you take your gloves? C: YES, I Will… D: 评出最佳一组给sticker
（四）作业布置：
（五）小结:通过简短的幽默对话初步接触动词的一般将来时 板书设计Design:
Unit 1 Will you take your kite? take
We are going to have a picnic.picnic
Will you take your kite? great
Yes, I will./ No, I won’t.ball why because so
Unit 2
Will it be hot in Haikou? 教学目标： 知识与技能：
1.Words: weather
hot
cold
sunny
snow
rain
windy 2.Sentences: Will it be hot in Haikou?
Yes, it will./ No，it won't.3.Using ―will‖ to describe weather in the future.过程与方法：Describing weather in the future and talking about weather.情感、态度和价值观：用英语进行对天气的预想 德育目标：养成学生有规律的生活习惯
重点：1.Words: weather
hot
cold
sunny
snow
rain
windy 2.Sentences: Will it be windy in Beijing? Yes, it will./ No，it won't.难点： Using “will” to describe weather in the future.教学方法：对话、说唱 教学过程：
（一）导入：Warming up: Look say and act: hot
cold rain sunny
snow
windy(复习学过的有关天气的形容词，为本课的学习打好基础）
（二）探究新知Presentation:
Show a map pf China.Write city’s name on the map.Show the cards of weather to students.And listen to the tape then point to the pictures.Draw the simple pictures on the board.And write the words.Learn the words and draw the pictures in the exercise books.(同时讲解 rain与 rainy 的区分)Show the robot to the students and say “The robots will do everything.So the robots will broadcast the weather, too.Now let’s act.Listen again and repeat the text then act(表演机器人天气预报员，以小组的形式操练句型)Show CAI to students.(看课件，模仿并跟读，引出本课的重点句子，板书句子。)
（三）巩固新知Practice: Game: Listen and stick.Listen to tape and stick the cards on map.（听一听，贴一贴的活动调动了学生的积极性，训练了学生的听做能力。它是让学生听到某地的天气情况，把相关的图片与城市连在一起。）
Do this game in groups or in pairs.Do the exercises in AB.(4)Production: Look at the CAI and ask ―What will the weather be?‖
（出示各种天气的课件，展开游戏，让学生运用 “Will it ______________? ” 来提问。）
In groups or in pairs to continue the game.（四）作业布置Homework :
（五）小结：问天气情况Will it be _________? 板书设计Design:
Unit 2 Will it be hot in Haikou? hot cold
Will it be _______in_________? sunny
Yes, it will./ No, it won’t.rain windy snow 课后反思：
Module 5
Unit1 I was two then.教学目标： 知识与技能：
The Ss can describe the past.Using the simple past tense.They were young then.I was two then.The Ss can grasp the new words and phrases.Using the simple past tense of the irregular verb ―be‖ to talk about the past.Cultivate the Ss’ cooperation.过程与方法：讲授、接触过去时
情感、态度和价值观：看图回忆过去 德育目标：有个家真好
重点：The Ss can grasp the new words and phrases.难点：Using the simple past tense of the irregular verb “be” to talk about the past.教学方法：讲授、接触过去时 教学过程：
（一）导入：Sing the song
“OH, we love holidays.”(调动学生的学习兴趣，营造英语教学气氛)Review some adjectives.E.g.tall, short;fat, thin;big, small etc.Have the Ss make the sentences with the pictures.(为后面的课文教学做铺垫)3.Free talk
Have the Ss talk about countries and their capitals(the USA an d China)
（二）探究新知Leading Take out a photo of my family.Then introduce it.―It’s old.Because I was four then.Look, there are my parents.They were young then.But now they are old.‖ Point to me and say ―I was fat and short then.Now you can look at me.‖ Then get the Ss to look at today’s story.(教师可以通过肢体语言及神情让学生领会这段英语的意思。)Write the sentences on the board.And mark ―were, are, was, is‖ ╱They were young then.╱ I was four then.╲They are old now.╲ Now I am thirty.Explain to the Ss.We usually use “were, was” when it’s the past.And using “are, is” when we describe the present.(板书明确，再通过句式操练，学生更容易理解，并加深印象。)3.Teach the words with the pictures.Then have the Ss say the sentences with the wards.―Grandparents are grandma and grandpa.‖
e.g.―Who are they? They are my grandparents.‖ Compare ―now‖ and ―then‖.Then say the sentences.Teach ―hair‖ with pointing to Ss’ hair.Explain ―Cute means very lovely‖
Listen to the tape.Then repeat.Have the Ss act out the story in groups.（三）巩固新知Point and say.Using the multi-media.Have the Ss look at the pictures.Then say the sentences with the present and the past tense.(教师运用多媒体课件教学，让学生感知语言内容，调动学生的视、听觉，参与学习中来。)2.Do the Activity Book.Tell the Ss to bring a photo of themselves or their relatives to class.The photo should show them or their relatives when they were young.Then have the Ss come to the front to show and talk about their photos.（四）作业布置
（五）小结Read and write the new words and sentences.Do Activity III.板书设计：
Module5
Unit1
I was two then.grandparents ╱
╲ grandpa
grandma hair
then
so who/hu:/
me/ mi: /
Now Then Grandparents are old.Grandparents were young.Lingling’s hair is long.Lingling’s hair was short.Lingling isn’t two.Lingling was two.课后反思：
Uint2 They were young.教学目标： 知识与技能：
Sentences: They weren’t old then.They were young.Grasp the simple past tense.And using the past tense to talk about some changes.Have the Ss say the chant.Have the Ss valve their time.过程与方法：讲授、过去时
情感、态度和价值观：说曾经辉煌 德育目标：用适当的形容词修饰
重点：Sentences: They weren’t old then.They were young.难点：Grasp the simple past tense.And using the past tense to talk about some changes.教学方法：讲授、过去时 教学过程：
（一）导入：Have the Ss retell the story.Check up Ss’ homework.(Activity IV)
Get the Ss to act out the dialogue.(Have the Ss interest in English)
（二）探究新知Leading
Describe the photos or pictures with comparing the present and the past.Tell the Ss ―wasn’t‖and ―was not‖ are the same.And ―weren’t‖ is the same as ―were not‖.Play the tape and have the Ss listen and find out the adjectives.And report them.(Review the adjectives and find out the differences)
Learn the chant.First, get the Ss to look at the pictures and describe them.(A small chick and two big fat hens.)Then play the spoken version of the chant and get the Ss to repeat the words then chant.（三）巩固新知Listen and repeat.Chant and do the mimes at the same time.Have the Ss do Activity IV.Look at the pictures.Compare ―now‖ and ―then‖.Then describe the pictures.(Cultivate the Ss’ oral English.)
4.Do the Activity Book.Have the Ss work in groups.Sa will act out Sb who was in many years ago.Then Sc will introduce the two Ss.Find out some changes with the past and present tense.（四）作业布置
（五）小结：接触一般过去时 板书设计
Unit2 They were young.They weren’t old then.weren't →were not They were young.wasn't → was not
A: Was it fat?
B: No, it wasn’t.It’s thin.课后反思：
Module 6 Unit 1
Were you at home yesterday? 教学目标：
知识与技能：Words and phrases: oldolder
youngyounger
strongstronger
than 2﹑Sentences: Samˊshorter than Lingling.3﹑Grammar: Adj.comparison 过程与方法： 单词、课文和句型
情感、态度和价值观：对一类的人或物进行对比 德育目标：对比是用确切的语言、特别是形容词的用法
重点：Words and phrases: oldolder
youngyounger
strongstronger
than Sentences: Samˊshorter than Lingling.难点：Grammar: Adj.comparison 教学方法：讲述、对话、对比 教学过程：
（一）导入：A: song: Monday Tuesday B: Free talk: Talk about two students like this: Lili is fat, Zhaoxin is thin.（二）探究新知Write the adj.of the students using on the blackboard.(big small fat thin tall short)Then tell students the adj.what we'll learn.Write them on the blackboard: Old
Young
Strong Learn to read and make sentences like this(Fengqi is strong.Zhongyao is old.)Then let 2 students stand up, Then say :(Fengqi is strong, Wang kunpeng is stronger.)Write ―er‖ behind strong.Students will understand the meaning.Make sentences like this.(Wang kunpeng is stronger than Fengqi.)(Xiaoxiao is younger than Lili.)(Lili is older than Xiaoxiao.)Show out the picture of Amy and Lingling, and handwriting: ―Module 5 Unit 1 Amy's taller than Lingling.‖
Show out two bags and let Ss make sentences with(bigger than).Show out two rulers and use(longer than).（三）巩固新知A game: Make more sentences about everything.(Eyes hands books and so on.)(Step 3)Practise:(Exercise 1 of Activity Book.Talk about pictures and Ss.)
（四）作业布置：
（五）小结：形容词比较级和句型：I am taller than Tom.板书设计Designs:
Unit 1 Were you at home yesterday? older
bigger younger
smaller stronger
fatter thinner
taller
shorter
Unit 2 Was it a big city then? 教学目标： 知识与技能：
Words and phrases: Mount Qomolangma
the Great Wall
the Summer Palace Sentences: The Changjiang River is longer than the Yellow River.过程与方法：看图说句子
情感、态度和价值观：对两个同一类的东西进行对比 德育目标：认识我国大河江山、从对比中发现她的美
重点：Words and phrases: Mount Qomolangma
the Great Wall
the Summer Palace 难点：Sentences: The Changjiang River is longer than the Yellow River.教学方法：对比 教学过程：
（一）导入：songs: Will it be windy? Free talk: talk about two Ss
（二）探究新知new concepts:(Step1).Draw a Chinese map on the blackboard.Point to Beijing and Tianjin, and then talk what is bigger.Handwriting:(Unit 2 Beijing is bigger than Tianjin.)Then let Ss try to say out the same meaning sentence.(Tianjin is smaller than Beijing.)Point to Mount Qomolangma and Mount Tai, talk and write:(Mount Qomolangma is higher than Mount Tai.)(Mount Tai is lower than the Mount Qomolangma.)Point to the Changjiang River and the Yellow River, talk and say:(The Changjiang River is longer than the Yellow River.)And the other sentence(The Yellow River is shorter than the Changjiang River.)Show out the pictures of the Great Wall and the Summer Palace.Look and learn.Then talk:(The Great Wall is older than the Summer Palace.)Listen and read the lesson.（三）巩固新知(Step 2)Make more sentences, talk about(Beijing and Shanghai Snake and chameleon„)(Step 3)listen and learn the poem.(Listen 3 times and try to chant.)Then have a race between two groups, and say out― Which group is goodbetterworse.‖ Write ―good
better worse‖on the blackboard.Let Ss try to say them.（四）作业布置：
（五）小结：对两个同一类的东西进行对比，用正确的形容词比较级句型 板书设计Designs:
Unit 2 Was it a big city then? Mount Qomolangma is higher than Mount Tai.The Changjiang River is longer than the Yellow River.The Great Wall is older than the Summer Palace.(good
better worse)课后反思：
Review Module Review from Module1 to Module3（复习模块）
Module 1 教学目标：
（1）知识目标：谈论点餐和就餐的情况。
（2）能力目标：激发学生学习英语的兴趣，让学生在轻松、愉快的气氛中学到知识。
情感态度：营造一个宽松、民主、和谐的教学氛围，使学生形成积极的学习态度。
教学重点：
1、操练句型 “What do you want? I want„„” “How much is it? It’s „„”
2、操练如何在快餐店里点餐。
教学难点：
1、句型 “I want„„”
2、正确运用“What do you want? I want„„” “How much is it? It’s „„” 针对本模块的教学重难点，主要是通过拟真情境让学生在民主和谐氛围的环境中学习，可以设计以下两个活动进行操练：
活动1：“快乐的服务员”，地点可高计为在一个宴会上。请一名同学当服务员，端着拖盘到同学中间有礼貌的问另一名同学“What do you want to eat /drink?待该同学回答后，将拖盘交给他，再由他去问另一名同学。这样循环下去让更多的同学莃得操练的机会。
活动2：教师出示一些食物卡片，进行“幸运猜价”的活动，卡片的后面标有价格，让学生问“How much is it ?”另一名学生来答。
Module2 教学目标：
知识与能力目标：
（1）知识目标：谈论意图和计划。
（2）能力目标：制定并能讲述自己的计划。
情感态度：通过踊跃参与，形成积极的学习态度。
教学重点： 操练句型 “will „„”
教学难点：
句型 “It’s going to „ in „
和
It’s going to be in „...”
针对本课的重难点，可以采取让学生造句的形式进行操练，如教师说I am going to swim.让学生接着说，尽量不重复；也可以让学生在句子中加上be going to，进行操练，如He /go to the park 变成He is going to go to the park。
活动：做课堂练习册并讲解 Module 3 教学目标： 知识与能力目标：
（1）知识目标：学习描述照片或图片中的活动情景。
（2）能力目标：培养学生的观察能力和表演能力。
情感态度：把英语教学同日常生活相结合，让学生体验生活，通过书信，结交更多的朋友。
教学重点：
操练现在进行时时态。
教学难点：一般将来时态的构成。
针对本模块的重难点，教学时可以请同学边做动作边说出和动作相应的现在进行时的句子，看谁说的有效句子最多为获胜，教师可以请全班同学做裁判。或者是教师准备一些字条，字条上标有动作内容，教师请某个或某些个同学到前面抽取字条，并根据字条内容做模拟动作，教师或同学提问：“What are they doing? What is XX doing? ”同学根据动作回答问题。
活动：做课堂练习册并讲解
作业布置Homework：会读、写这三模块的单词，会运用三模块的重点句型，注意复习、下节课听写和造句。
Review Module Review from Module4 to Module6（复习模块）
Module 4
知识与能力目标：
（1）知识目标：能描述正在发生的事情。
（2）能力目标：用正在进行时讲述正在发生的事情，能用can谈论能力和向他人提供帮助的情况。
情感态度：鼓励学生设计真实可信的场景，来寻求帮助或提供帮助，从小养成团结友爱、互相帮助的好品质。
教学重点：
1、复习情态动词can在各种情景中的正确使用。
2、正在进行时的构成。
教学难点：
学会使用Who can help me?
Sorry, I can’t.Yes, I can help you.针对本模块的重难点，可以通过多种活动，来引导学生学习现在进行时，运用现在进行时，让学生将课堂所学应用在生活中。如设计活动“猜猜他（她）是谁”让学生说出他的朋友或他的偶像能做些什么，通过所提示的一些特征，请同学们来猜猜他（她）是谁，来操练can和can’t。
Module 5 知识与能力目标：
（1）知识目标：谈论正在做一件事情时另一件事情同时发生。
（2）能力目标：用正在进行时讲述正在发生的事情。
情感态度：培养学生处理问题的能力。
教学重点： 正在进行时的构成。
教学难点：
能用进行时描述正在做一件事情时另一件事情同时发生。
在教学时，主要还是对进行时的时态进行重点的操练，如教师将班里同学分成3组，请三组同学在纸条写出人物、做什么、地点，分别投进前面的三个箱子里，然后请同学自愿到前面在每个箱子里抽出一张纸条，根据纸条内容快速说出句子。也可以让学生说说发生在自己身上的事，当自己在做一件什么事时，另一件事也同时发生。
Module 6 知识与能力目标：
（1）知识目标：能谈论过去发生的事情。
（2）能力目标：能谈论过去发生的事情。学习如何用英语来表达赠送和接受礼物。
情感态度：鼓励学生之间应该团结、友爱。
教学重难点：
过去式的构成。
针对本模块的重难点，要让学生掌握动词过去式的规则变化及不规则变化，在操练时可以通过 talk about the picture进行谈论过去发生的事情。
课后反思：
Module 7
Unit 1 I helped Mum.教学目标： 知识与技能： 1.I helped Mum.2.Did you cook meat yesterday? Yes, I did./ No, I didn’t.1.Talk about the action or event in the past.2.Understand the sentence ―Did you cook meat yesterday?‖ and answer correctly.3.Use the past tense to explain the actions in oral.过程与方法：讲授、过去时 情感、态度和价值观：有空帮妈妈
德育目标：Have the students understand the differences between Chinese languages and foreign languages.重点：1.words: phone, yesterday, day.2.the past form of the verbs: help—helped, cook—cooked, walk—walked, talk—talked, watch—watched, listen—listened.3.Grammer: the past tense 难点：the usage of the past tense 教学方法：讲授、过去时
教学过程：
（一）导入：Warm up
T: Hello, boys and girls.Today we are going to learn Module 9 Unit1 I helped Mum.First, let’s sing a song, OK?
Ss: OK.(Ss sing the song ―OH, we love holidays.‖)T: Now who can compare yourself now and past? Several students compare themselves.According to this practice to review the past tense.（二）探究新知Leading T: Today, we will go on learning the past tense in Module 9 Unit1.Amy phoned her grandma in England.They talked about their last weekend.Do you know how to describe the things in the past? Let’s look together, and then please talk about you what you did last weekend.New Concepts Teacher do the actions and say: ―I played basketball yesterday.‖ for several times.Then write played on the board.Teacher asks one student: ―Did you played basketball yesterday?‖ and help them answer ―Yes, I did./ No, I didn’t.‖ Write these sentences on the board.Play the tape and have them underline ―did‖ ―didn’t‖ and the words that add –ed.Teacher explains how to change the past tense of verbs.Play the tape again and have them read.（三）巩固新知Practice T: Search your friends what did they do yesterday.Please make a table just like the table in the book.(Students make a table and use the past tense to inquire their friends what did they do yesterday.)T: Now let’s play a game ―Find friends‖
Teacher takes out some cards, there are some verbs and their past tense forms on it.One student should find its correct past tense form and say: ―We are friends.‖
In this way, they can review the past tense form of the verbs.T: OK.Good boy.You do very well.（四）作业布置Homework
（五）小结：
板书设计Design of the blackboard
Module 7 Unit1 I helped Mum.Did you play basketball yesterday?
Yes, I did./ No, I didn’t.Unit 2 Grandma cooked fish? 教学目标： 知识与技能： Vocabulary: him laugh dance stop last 2 Sentences:
Did Dad cook lunch? Yes, he did./ No, he didn’t.3 Grammar: using the past tense.过程与方法：讲授、过去时
情感、态度和价值观： 德育目标：感受家庭的温暖 重点：him laugh dance stop last Did Dad cook lunch? Yes, he did./ No, he didn’t.难点：using the past tense.教学方法：讲授、过去时 教学过程：
（一）导入：Warming up
T: Hi, boys and girls!Yesterday I talked with my friends and I watched TV.What about you? Did you watch TV yesterday? S1: Yes, I did.T: Did you listen to music yesterday? S2: No, I didn’t
T: Did you clean the house? S3: Yes, I did.T: What did they do yesterday? Point and say(show the 6 pictures on page 35)(screen)S1: Grandma cooked fish
（二）探究新知Review and leading
•Let’s come to the Smarts.What are they in their family? What did they do yesterday? Are you clear? Listen to the tape and repeat(CAI)Listen to the tape and answer the questions.S1: Answer the questions.3 New concepts •T: Now this class we’re going to learn Module 9 Unit 2 Did Dad cook lunch? Pair work Talk about the pictures on page 36(CAI)S1: Did Dad cook noodles yesterday? S2: Yes, he did.Complete Ex 1 Listen and match
Ask some students to give the similar questions.S1: Ask S2: Answer.•Find out the past tense of the verbs, Underline the past verbs.Read the verbs after the teacher.Which is new word? Ask students to point out.S1: Point out the new words.Learn to say the new words(cards).Then listen, say and chant.（三）巩固新知Practice
•Talk about something about your last weekend.S1: I talked with my grandma last weekend.S2: I played football last weekend.S3: I …
•Let’s play a game.Guess what he/she did last weekend? S1: Last weekend, I …
S2: Did you play tennis last weekend? S1: No, I didn’t.S3: Did you watch TV last weekend? S1: No, I didn’t.S4: Did you play football last weekend? S1: Yes, I did.David 8 groups to play the game.Complete Ex 3 at the same time.（四）作业布置Homework
（五）小结：一般过去时的基本用法 板书设计Designs of the blackboard
Unit 2 Grandma cooked fish? Did Dad cook lunch? Yes, he did.No, he didn’t.课后反思：
Module 8
Unit 1 They sang beautiful.教学目标： 知识与技能：
Words and phrases: better worse voice think first agree quiet Sentences: I think this girl is better than the first girl.grammar: adj.comparison 过程与方法： 单词、课文和造句
情感、态度和价值观：用形容词比较级不规则形式进行对比 德育目标：在任何时候都不能欺骗别人、撒谎是最可耻的行为 重点：better worse voice think first agree quiet 难点：
Sentences: I think this girl is better than the first girl.grammar: adj.comparison 教学方法：讲授、领读、对话 教学过程：
（一）导入： songs: Polly’s hair-Free talk: talk about the things on the map.（二）探究新知new concepts:(Step 1).Let a girl sings an English song, and writes ―the girl is good.‖ on the blackboard.Then write ―better
bad-worse I think I agree voice first‖ on the blackboard.And learn how to pronounce and how to use.Make sentences with every word.(Free talk): Let another girl sing a song, and say ―the girl is better than the first girl.‖ Please talk about them, and then answer the questions: 1.―Who is better?‖ 2.What do you think? 3.Do you agree? Listen to the tape and practise reading this lesson.（三）巩固新知
(Step 2)Look at the Activity Book and complete it.(Practise using better and worse)(Step 3).A game: Draw and talk.(Let two Ss draw pictures on the blackboard and we talk about them like step 1.（四）作业布置:
（五）小结: 用形容词比较级不规则形式进行对比 板书设计
Module 8
Unit 1 They sang beautiful.good—better
I think_____________.bad---worse
I agree.voice Be quiet.I think this girl is better than the first girl.Unit 2 I took some pictures.教学目标： 知识与技能：
Words and phrases: zither guitar
drums pop music Sentences: the new song 过程与方法： 不规则形容词比较级讲授 情感、态度和价值观：激发学生对音乐的爱好 德育目标：任何人都有他的优点和缺点、因此不要泄气、也不要骄傲 重点：Words and phrases: zither guitar
drums pop music 难点：Sentences: the new song 教学方法：讲授、对比 教学过程：
（一）导入：
Songs: London Bridge is falling down.Free talk: let 2 students sing songs, and talk about them.（二）探究新知new concepts:(Step 1)Ask students: ―Do you like music?‖ Today we will learn about music.Write the title ―Unit 2 Lingling is better than Daming.‖on the blackboard.Write― Chinese music and pop music‖ on the blackboard.Talk about― what is Chinese music and what is pop music.‖
Write them on the blackboard.(erhu zither and piano guitar drums violin)Let Ss make sentences and act.For example: I can play the erhu.(The student do the actions and say.)(Must write ―the‖before the instrument)
Then ask Ss: ―What music do you like?‖―What can you play?‖ “Can you play the zither?‖
Choose two Ss whom can play the same instrument, Let them play or act and then we talk about ―who is better? and who is worse?‖
Listen to the tape and practise reading this lesson.（三）巩固新知
(Step 2)Listen to the tape and learn to sing the new song.Listen to music more times, and then try to sing the song together.(Step 3)Free talk.Let Ss sing the song in groups, and we talk which group is better.Let Ss do the actions for the song, and we talk which group is better or worse.（四）作业布置：
（五）小结：不规则形容词比较级讲授、主要是better和worse的用法 板书设计
Unit 2 I took some pictures.Chinese music
Pop music erhu
guitar zither
drums Piano Violin 课后反思：
Module 9
Unit 1 Did he live in New York? 教学目标： 知识与技能：
Key words and phrases :country project also call speak right city cousin there Sentences: San Francisco is in the west.Task aim: Learn about the cities of America.And grasp the position words.Use the simple sentences to describe the position of something.过程与方法： 单词、课文、对比
情感、态度和价值观：美国三大主要城市的地理位置 德育目标：培养学生的方向感
重点：Key words and phrases :country project also call speak right city cousin there Sentences: San Francisco is in the west.难点：Learn about the cities of America.And grasp the position words.Use the simple sentences to describe the position of something.教学方法：讲授、对比 教学过程：
（一）导入：
Sing the song together.‖I am the music man.‖(construct funny atmosphere)Show some pictures or maps about London.Free talk(Have students describe the picture)(review and present the new lesson)
（二）探究新知Teacher’s Q: Which countries speak English/ S: England, American…
Q: What do you know about America? S: In Chinese they may say something about it.OK, today let’s do it in English.Show a map of America.(Teacher draw it before the class)
And introduce ―This is my project.It about America‖(show ―project…)read it and understand it.b.Use questions to show new words Q: what language do the people speak in America? S: people speak English in America.Q: what’s the capital of America?
S: Washington D.C is the capital of the USA.Q: where is it? S: It’s in the east.New words :speak , east
c.Use the map to show the position of New York and San Francisco.And present the text contest on the blackboard.(teach new words ― city , west , cousin)
d.Make sure that all the contest on the blackboard and use a color chalk underline the new words.Listen and repeat.And read it in pairs.Repeat some key sentences with a teacher.Understand the meaning of it.Competition between two students.Read it ―Who can read it more quickly?‖(Improve the students ability of oral English)
（三）巩固新知
Do you have a friend? If you have, please draw her / his house.And tell us where is his / her house?(Practice ―I live in Beijing.My friend lives in …)Give them 2’ to remember the new words and the meaning of it.Then finish the part 1 on Activity book.Check the answer in groups
Point ,ask and answer
Show some pictures on TV.(on the blackboard)A: Where is New York? B: It’s in the east.(Look at pictures and describe the position of it)
3.Show a map of China and deal with the part 3 on activity book
（四）作业布置
（五）小结Practice to read and remember the new words.(look at the phonetic symbol and say them out)Important sentences(make a simple translation)板书设计
Unit 1 Did he live in New York?
It’s about America.It’s called USA.Unite 2 Did you have a nice holidy? 教学目标； 知识与技能：
a.Key words and phrases: north, south b.Sentences: Beijing is the capital of China.c.Task aim: 1.Go on learning the position words, Learn about China and America from this.2.Introduce some cities position and choose some cities to practice.过程与方法： 课文、方向、对比
情感、态度和价值观：对美国和中国两大国家进行对比 德育目标：了解中国地理和国情 重点：Key words and phrases: north, south
Sentences: Beijing is the capital of China.难点：Task aim: 1.Go on learning the position words, Learn about China and America from this.2.Introduce some cities position and choose some cities to practice.教学方法：讲授、对比 教学过程：
（一）导入：1.Singing a song together.Choose your favorite country and describe it(position capital nice city)Teacher shows the picture of Beijing, Sanya, Washington, and San Francisco on TV.（二）探究新知Q: Do you like Beijing? And look at it S: Describe it(position…)
Q: There is a famous city in China, What is it / It’s very hot.S: Sanya and describe it.And use the same way to show Washington(to teach north, south, east, and west)We can use a map to learn four words.Listen and match.Then point and say(consolidate to remember the four position words)Finish the part 1on Activity book.Give them 2’ to remember the new words and the meaning of it.Then finish the part 1 on Activity book.Check the answer in groups Point ,ask and answer
Show some pictures on TV.(on the blackboard)
（三）巩固新知A: Where is New York? B: It’s in the east.(Look at pictures and describe the position of it)Show a map of China and deal with the part 3 on activity book.Do you have a friend? If you have, please draw her / his house.And tell us where is his / her house?(Practice ―I live in Beijing.My friend lives in …)
（四）作业布置
（五）小结
1.Practice to read and remember the new words.(look at the phonetic symbol and say them out)2.Important sentences(make a simple translation)板书设计
Unite 2 Did you have a nice holidy? 课后反思：
Module 10 Unit 1 Did you fall off your bike? 教学目标： 知识与技能：
1.Words and phrases: happen ride then thirsty watermelon carry bump 2.Sentences: Sam and I went for a bike ride yesterday.And then ……? 3.Past form of the verbs: happen---happened
bump---bumped
carry---carried go---went
are---were
buy------bought
fall-----fell 过程与方法：有趣的引导
情感、态度和价值观：通过有趣的课文内容让学生更加强过去式 德育目标：指出因果关系 重点：Words and phrases: happen ride then thirsty watermelon carry bump 难点：Sentences: Sam and I went for a bike ride yesterday.And then ……? 3.Past form of the verbs: happen---happened
bump---bumped
carry---carried go---went
are---were
buy------bought
fall-----fell 教学方法：引导、巩固 教学过程：
（一）导入：
A Songs: Oh, we love holidays.B Free talk: I did ……yesterday.（二）探究新知New concepts: Warming up
On the cards, write the present and past tense forms of some irregular verbs.Examples: go---went
are---were
buy---bought
fall-----fell T: Today, We’ll learn the new verbs and their past tense forms.Then teach: happen----happened bump-----bumped carry-----carried Ask and answer
T: We did many things yesterday.Who can tell me who you did yesterday? T: What did you do yesterday, A? Sa: I played basketball yesterday.T: What did Sa do yesterday? Sb: He/She played basketball yesterday.Then ask several the other students like this.Tell the story : T: Now, look at your books.Module 10 Accidents Unit 1 Sam fell of his bike.Listen to the tape and underline the new words.(Show the cards of new words)Teach the new words.T: Now listen to the tape again and repeat it.Are you clear? T: Now listen to the tape again and answer: What did Sam and Daming do yesterday? Ask students to look at the CAI S1: They went for a bike ride yesterday.T: And then ……?(Ask students to look at the CAI and answer)
（三）巩固新知Read
Ask students to use all kinds of ways to read the text well.Tell the story
Ask students to look at the CAI and tell the story.For example: T: Sam and Daming went for a bile ride yesterday.T: And then……?
S1: They were hungry and thirsty.S2 :And then „„？ S3: They bought a watermelon.„„
（四）作业布置Homework
（五）小结：复习巩固过去时 板书设计Designs of the blackboard
Module 10
Unit 1 Did you fall off your bike? Cards: happen ride
then
thirsty watermelon carry(1)happen---happened
bump---bumped(2)carry---carried(3)go---went
are---were
buy---bought
fall---fell 课后反思： Unit 2 Sam had lots of chocolate.教学目标： 知识与技能：
Words and phrases: stomachache, cold, headache, fever, fall off, fell off.2.Sentences: Sam had lots of chocolate biscuits yesterday.So today he’s got a stomachache.3.Grammar: Talking about illnesses.过程与方法：讲授、过去时
情感、态度和价值观：有时干家务也挺好的
bump
德育目标：劳动光荣
重点：Words and phrases: stomachache, cold, headache, fever, fall off, fell off.难点：Sentences: Sam had lots of chocolate biscuits yesterday.So today he’s got a stomachache.3.Grammar: Talking about illnesses.教学方法：讲授、过去时 教学过程：
（一）导入：Step 1 Warm-up T: Hi, boys and girls.T: Let’s sing a song, ok? Ss: Ok.T: Ok!London Bridge is falling down….(Ss sing the song)
T: You are clever boys and girls.Now let’s have a Free Talk ―What I did yesterday‖, Ok? Ss introduce what they did yesterday
（二）探究新知Step 2 Presentation and leading T: Who can tell me what happen to Daming in last Unit.Ss: Daming’s head was bumped.T: Let’s play this story, ok? Ss: Ok.(Two students play in roles of ―Daming‖ and ―Sam‖, others describe the story, the two students do the actions)The teacher writes the word ―today‖ on the blackboard.What happened to Daming, Sam, Amy and Lingling? Lead the students to use ―to‖ and ―and‖ to connect the two sentences.Step 3 Text Teaching T: Now, this class we are going to learn Module 10 Unit 2 Sam had lots of chocolate biscuits.First, listen to the tape and underline the new words.(Teach the new words’ cards)
T: Now listen to the tape and repeat it.Are you clear?(The teacher writes these sentences on the blackboard)Sam had lots of chocolate biscuits yesterday.So today he’s got a stomachache.T: Now listen to the tape again and tell me what happened to Sam, Lingling, Amy and Lingling.T: Look at these words: had, ate
（三）巩固新知Step 4 Task-Fulfilling T: Let’s play a game, ok? Ss: Ok.T: Let’s play ―I do you say‖.I’ll ask four students to come to the front of the class, one student performs Daming eating chocolate biscuits and then having a stomachache, and others describe it, and so on.Step 5 Text Learning T: Look at Part 4, answer these questions: What is wrong with Little Tommy? What’s wrong with Little Lingling? What’s wrong with Little Ben? T: Listen to the tape and repeat it.T: Let’s read the poem together and do the actions, ok? Ss: Ok.（四）作业布置Homework
（五）小结：过去时的用法 板书设计Designs of the blackboard
Unit 2 Sam had lots of chocolate Sam had lots of chocolate biscuits yesterday.So today he’s got a stomachache.课后反思：
Review Module Review from Module7 to Module9（复习模块）
Module 7 知识与能力目标：
（1）知识目标：讲述过去发生的事情。
（2）能力目标：用过去时描述过去发生的事情。
情感态度：通过学习培养学生的爱国情操，发扬民族自豪感。
教学重难点：
过去时的构成。Module 8 知识与能力目标：
（1）知识目标：谈论或询问某人过去的能力。
（2）能力目标：能用could 及 couldn’t谈论过去的能力。
教学重难点：
过去时的构成及could、couldn’t 的用法。
本模块主要还是对过去时进行操练，在教学时可让学生拿出一些照片，对照片中的人物进行讨论，有could 及 couldn’t谈论他们过去的能力
Module 9
知识与能力目标：
（1）知识目标：询问原因及回答。
（2）能力目标：学会如何询问原因及怎样回答。
情感态度：激发学生学习英语的兴趣，让学生在轻松愉快的气氛中学到知识。
教学重点：
1、学会如何询问原因及怎样回答。
2、用because回答别人有关原因的提问。
教学难点：
用because回答别人有关原因的提问。作业布置：
小结：巩固是为了更好地学习课后反思：
第三篇：四年级新标准英语外研版上册教案
Module 1 Unit 1 Go straight on.第一课时
【教学目标】： 知识与技能：
---Where ' s the … please?
---Go straight on.Turn left.Turn right.road supermarket hill house station 过程与方法： Review the words about directions by game method.2 Teach the text with the task-based method.3 Do a survey by cooperative learning.情感、态度和价值观：问路并能准确指明方向
【重点】：road supermarket hill house station 【难点】：---Where ' s the … please?---Go straight on.Turn left.Turn right.【教学方法】：讲授 【课时安排】：1课时 【教学过程】：
（一）导入：登山比赛摘苹果：制作了各种动物卡片，把全班学生分成两个擂台组，每组选两名学生到黑板前，一个表演，一个说英语,用句型Have you got a tiger?Yes,I have.如果说对了，就登一个台阶。谁先登上山顶摘到苹果，即为本次擂台的擂主。
（设计说明：这样的游戏活动，通过小组合作与对等性的竞争，巩固了上一节课有关动物的单词，学生兴趣盎然。）
（二）探究新知：1．导入新课 点击课件，多媒体显示Beijing tian”anmen的图片，告诉学生在北京我遇见一位外国人，用英语为他指路去天安门，我最棒。
Look at this picture,please.It is Beijing tiananmei.Beijing is very beautiful.Do you want to go?Class,I have been to Beijing.In Beijing,I met a foreigner.He did not know how to get to Beijing Tiananmen.I tell him the way.I am the best.Yes?In this class lets learn how to ask the way?点击课件，多媒体显示Ask the way.问路And lets learn how to point the way? 点击课件，多媒体显示Point the way.指路Now class if you learn very well,you are the best.2.讲授新课
A.点击课件，多媒体显示狗的图片。Class,here is a dog.The dog is lost.lost the meaning :迷路。Nevermind,here is her address.点击课件，多媒体显示狗的地址:My name is Doudou.I live in No.2 West Lake Road.接着用单词卡学习新单词live,road.如live:I live in Chengbei?Where do you live? B.Chant: 点击课件，多媒体显示Chant:Lost,lost,lost.The dog is lost.Live,live,live.I live in West Lake Road.（设计意图：通过韵律诗，操练单词lost,live,road。此时chant的运用使枯燥的机械操练变得不在单调和乏味。）
C.Lets help Doudou to find her house.Ok? Lets ask the way:Excuse me.Where is No.2West Lake Road,please? 在次领读单词Excuse me，并举例：Excuse me.Where is the school/zoo/park,please? 点击课件，多媒体显示一个十字路口，随着多媒体的显示学习指路短语：go straight on,turn left,tyrn right.以及单词supermarket D.Game:拔河比赛
把全班学生分成两大组：left和right.游戏开始时，一组的学生喊：left；另一组的学生喊：right；
E.Listen to the radio.Listen again and answer the questions.点击课件，多媒体显示
Questions: 1).How is the dog? 2).Where does the dog live? 3).Where is the No.2 West Lake Road? 3.角色表演
教师把头饰交给学生，让他们分别扮演Sam,Amy,dog,the old man,the dogs owner.(设计意图：小学生想象力丰富，善于模仿，具有强烈的表现欲；教师让学生进行角色表演，可以调动学生的学习积极性，使学生主动参与教学活动，大胆地说和夸张地演。)4．任务完成
(1)让学生到黑板前做指令性动作，练习go straight on,turn left,turn right.(2)根据图片1，2，3，小组合作问路，指路。5．拓展新知
游戏：帮助盲人过马路。点击课件，多媒体播放《爱的奉献》。在背景音乐中帮助盲人过马路。点击课件，多媒体显示：
Help people in trouble.Be full of love in world.（三）巩固新知：A、游戏法区分 left/right。问句“ Where ' s the … please? ”这一句子学生很快就能掌握，难点就在于学生能否灵活并准确的作答。对于表示方位的单词“ left ”“ right ”，学生最易混淆。那我们可将这两个单词放在一起比较练习。运用一些小游戏，例如：）老师说单词，学生相应举起左手或右手。）老师藏一只铅笔或其它东西在某一手中，问“ Where ' s the pencil? ”，让学生猜。）带学生“开火车”跳兔子舞。
B、贴图游戏：训练学生熟悉地名并巩固方向的表达。画条十字路，老师收纳几张表示地方的卡片，要学生帮忙贴到正确的位置。引导学生发问：“ Where is the … please? ”老师回答或请小老师来回答“ Go straight on.Turn left.It ' s on your right.”然后选学生上台把图片贴在正确的位置上。可结合 P8 的活动 3 提供的小游戏进行进一步的巩固练习，如有时间，可以跟学生玩一玩 P9 活动 5 提供的小游戏： Listen and do, 寻找教室里的“宝藏”，在玩这个游戏的时候，我的学生们热情特别高，甚至不由自主地也当起了“指路员”，很快熟悉了这几个短语。
C、课时安排。这个模块两个单元的教学，大概需要花费两个课时，而在第四个课时里，可以进行各种任务型游戏活动及儿歌的表演，如刚说的贴图游戏。
（四）作业布置：
（五）小结：学会了方位短语，练习口语化交流
（六）板书设计：
Module 2 Directions Unit 1 Go straight on Road supermarket hill house station---Where ' s the … please?---Go straight on.Turn left.Turn right.Module 1 Unit 2 It’s at the station.第二课时
【教学目标】：
知识与技能：the key words: up down near at 过程与方法：运用探究合作的学习方法，激发学生兴趣 情感、态度和价值观：培养学英语的兴趣
【重点】：the key words: up down near at 【难点】：正确使用方位介词描述简单的位置关系 【教学方法】：讲授、游戏 【课时安排】：1课时 【教学过程】：
（一）导入： 1． Warm—up 当老师走进教室时，仍然利用第7页活动三来帮助同学们回顾所学的知识，大面积的提问同学，营造良好的英语氛围。
2.Leading-up
根据上节课布置的课后作业，点名部分同学或者小组进行展示，既可以复习所学知识，检查课后作业，又可以引出导入我们新课的教学。检查完毕后，教师说，Let’s listen to the tape, and find out where the train is.（二）探究新知：活动1 listen and point 1,播放录音，学生聆听，录音，学生聆听，并且找到所读句子。学生自读课文，播放录音，学生聆听，并且跟读。学生自读课文
underline the key words: up down near at 学生互相检查朗读课文 活动3 在了解了活动的要求之后，给同学或者小组3-5分钟的时间进行准备，然后教师可以以小组积分的形式鼓励同学们积极发言。
活动4，poem previse listen and point again listen and sing along again listen and sing loudly and do some actions
（三）巩固新知：
带学生“开火车”跳兔子舞。
贴图游戏：训练学生熟悉地名并巩固方向的表达。画条十字路，老师收纳几张表示地方的卡片，要学生帮忙贴到正确的位置。引导学生发问：“ Where is the … please? ”老师回答或请小老师来回答“ Go straight on.Turn left.It ' s on your right.”然后选学生上台把图片贴在正确的位置上。可结合 P8 的活动 3 提供的小游戏进行进一步的巩固练习，如有时间，可以跟学生玩一玩 P9 活动 5 提供的小游戏： Listen and do, 寻找教室里的“宝藏”，在玩这个游戏的时候，我的学生们热情特别高，甚至不由自主地也当起了“指路员”，很快熟悉了这几个短语。
（四）作业布置：
（五）小结：利用课文中的句子，解释指路和问路的过程当中应当注意的问题、常用的句型、以及礼貌用语等问题
（六）板书设计：
Unit 2 It's at the station.road supermarket hill house station
（七）课后反思：
Module 2 Unit 1 She’s reading a book.第一课时
【教学目标】：
知识与技能：培养学生用英语进行交流，养成用英语思维的良好习惯，提高学生的创造力和实践能力。
句型： 1)---What are you doing?---I ' m … 2)---What is heshe doing?---HeShe is …
过程与方法：Analytic approach，Aural-oral method 情感、态度和价值观：培养学生积极主动的学习态度，能大胆开口，积极参与各项学习活动，善于与同学交流。培养学生团结合作的精神，养成良好的文明习惯。
【重点】： 词组：watching TV talking to … taking pictures reading a book writing a letter playing with listening to music 【难点】：句型：
1)---What are you doing?---I ' m …
2)---What is heshe doing?---HeShe is … 【教学方法】：讲授 【课时安排】：1课时 【教学过程】：
（一）导入： 1． Warm—up a.Greeting b.Ask and answer检查上节课学过的对话。c.让学生根据以前学过的内容做动作。如：play table tennis ,swimming, cycling 2.Leading-up 准备阶段以后，教师问:Do you know other actions? 出示Lingling 正在写信的图片，学习单词write，letter然后根据词组作出动作。或者教师做动作学生说句子。
同学之间练习。同样学习其他的单词、词组。
（二）探究新知：
单词的学习过程中，教师或者磁带领读，纠正发音。小组练习。同桌练习等。
在练习正确发音之后，句型的练习，教师根据学生的掌握情况采取I do you say ,I say you do ,I do you draw等形式，巩固所学的词组。
课文学习
出示课本,大家看一下Sam给大家带来了许多图片,我们来一起学一下他是怎么来向大家介绍的.（1）Listen and point.播放录音，主要培养学生的认读能力，至少听两遍。（2）Listen and repeat.再次拨放录音，学生边指边读。（3）Listen and answer What is lingling doing ? What is Daming doing ? What is Amy doing ? What is Tom doing ? 找同学回答。
(4)再次放录音,学生跟读.(5)看课本图片,从第一幅图片开始,找同学帮Sam介绍.直到最后一幅.(6)分组或男女生分别介绍一幅.同桌或小组练习.（三）巩固新知：
watching TV talking to … taking pictures reading a book writing a letter playing with listening to music 1)---What are you doing?---I ' m …
2)---What is heshe doing?---HeShe is …
3)---What are they doing?---They are …
（四）作业布置：
（五）小结：归纳总结本课内容,强调如何描述某人正在做某事.巩固所学的动词词组.（六）板书设计：
Module3 watching TV talking to … taking pictures reading a book writing a letter playing with listening to music 1)---What are you doing?---I ' m …
2)---What is heshe doing?---HeShe is …
3)---What are they doing?---They are …
Module 2 Unit 2 What are you doing?
第二课时
【教学目标】： 知识与技能：
1)---What are you doing?---I ' m …
2)---What is heshe doing?---HeShe is …
过程与方法：Aural-oral method，Analytic approach 情感、态度和价值观：表述正在进行的事物
【重点】：学习如何表述及问答正在发生的动作。【难点】：进行时态的学习，词组 【教学方法】：讲授、游戏 【课时安排】：1课时 【教学过程】：
（一）导入： 1． Warm—up a.Greeting b.Ask and Answer复习上节课学过的内容，出示挂图根据挂图的内容,说出句子,可找个人说,或小组代表,或集体说.2.Leading-up a.找同学做动作,其他同学介绍他在做什么? b.同学做动作.老师问What are you doing?多说几遍,找同学回答,然后让学生试着说 What are you doing?可以师生问答,或生生问答.掌握好之后变换人称What is he /she doing ?三人一小组进行练习.学习新单词 listen to ,music, read ,掌握词组listen to music, read a book,根据卡片练习句子I’m listening to music /reading a book./ watchingTV，（二）探究新知：
大家看一下Sam的一家在忙什么,（1）Listen and point.播放录音，主要培养学生的认读能力，至少听两遍。（2）Listen and repeat.再次拨放录音，学生边指边读。(3)小组对话练习.分角色朗读.练习2,point and say 对话练习: What is sam doing? He ’s listening to music 同桌问答.找同学起来说.练习3.Act it out.What is he /she doing ?的问答.找同学到讲台上每一个人做一个动作不动.其他同学进行问答.练习5 仍旧是对正在进行的动作进行描述.巩固练习.也可以采取you say I do ,you do I say ,you say I draw等形式.（三）巩固新知：
学习顺口溜：“我”用“ am ”，“你”用“ are ”，“ is ”跟着“他、她、它” , 两个以上都用“ are ”。
1)---What are you doing?
---I ' m …
2)---What is heshe doing?---HeShe is …
3)---What are they doing?---They are …
（四）作业布置：
（五）小结：归纳总结本节课的所学的内容.What are you doing? I’m listening to music What is he /she doing ?
（六）板书设计：
Unit 2 What are you doing? What are you doing? I’m listening to music What is he /she doing ?
（七）课后反思：
Module 3 Unit 1 What are they doing?
第一课时
【教学目标】： 知识与技能：
1）学习询问他人正在做什么事情。2）描述他人正在做的事情。
3）学生能够听、说、认boat chess row soybean milk drink hungry
过程与方法：以趣味性为主导，将情景教学法、直观教学法、游戏法、听说演唱法有机的溶为一体，为学生创设一种轻松、活泼、和谐、有趣的学习氛围。
情感、态度和价值观：通过创设和谐的氛围，让孩子们轻松愉快地学习英语，并形成良好的英语语感。
【重点】：
1）学说问句What are they doing? 2）掌握句型They’re 动词+ing [+宾语] 【难点】：能清晰准确地发出本课所教的单词的音，并自如地应用。【教学方法】：讲授, 小组讨论 直观教学法、游戏法、听说演唱法有机的溶为一体
【课时安排】：1课时 【教学过程】：
（一）导入：
一、Warming up 师生齐唱M2 中的小诗，并配以动作。
二、Revision
1.教师快速向学生出示几组词，每组包含一个动词，请学生说出这个动词。师板书：read , write ,listen，play , talk …
2.请学生说这些动词的-ing形式。
3． 齐读黑板上的动词及其-ing形式。
（二）探究新知：
（一）学习新句型
1.请一学生挑选黑板上所提供的任一动词，做出相应的动作。
2.教师通过提问：What is he/ she doing ?复习He’s/ She’s 动词+ing 宾语]。
3.请该生所在组的成员模仿该生的动作，并做动作边说：I’m动词+ing [+宾语]。
4.教师故作不解状问：What are they doing ? 后又释然说：Oh.They’re 动词+ing [+宾语],并板书。
5.教师指着黑板上的句子，请学生跟说多遍。
6.再请一组学生挑选黑板上所提供的任一动词（不能重复），做出
相应的动作，教师请其他学生回答问题：What are they doing ? 然后教师把正确答案写在黑板上。
7.请学生一起认读黑板上的句子。(二）学习新动词
1.告诉学生，教师将要模仿一个动作，他们要猜猜教师正在做什么。2.教师模仿动作后提问：What am I doing?(我正做什么？)引入句子： I’m doing taijiquan.。
3.请全体学生一起边做动作，边说：I’m doing taijiquan.教师通过提 问：What are they doing ?引入句子：They’re doing taijiquan.并板书。
4.用类似方法教They’re row a dragon boat.并板书。
5.教师拿出一副国际象棋问学生What’s this ? Do you want to play ? 并告诉他们老师将邀请他们一起玩，但玩之前必须先学会说 play chess, 并板书。
6.教说chess, play chess。
7.教师做饥饿状说：I’m hungry.I’m hungry.板书hungry（饿的）并 重复说多遍，再提问学生：What’s the matter with me?由此教单词hungry（饿的）。
8.教师从包中拿出一瓶豆奶说：I want to drink soybean milk.边“喝 边说：drink drink , I’m drinking.让学生模仿跟着教师重复句子并模仿动作。
9.教师拿着豆奶走到学生中，到边“喝”边说：Soybean milk is very nice.Soybean milk is very nice.提问学生What am I drink? 由此教说soybean milk（豆奶）并板书。
10.请一些学生模仿喝豆奶的动作，比比谁表演的最好。其间老师可以适时用What is he/ she doing ? What are they doing ?提问其余学生。
（三）巩固新知：
（一）快速反应
1.请几位学生到教室前，由教师说动词词组，学生模仿动作，比比谁的反应最灵敏。
2.让学生在小组内进行训练。
（二）表演
1.请学生打开课本P15，教师指着人们划船的图问
学生：What are they doing ? 学生应回答：They are rowing a boat.2.四人小组中，请学生A 和B向学生C和D模仿一个动作，然后由C和D提问：A 和B在做什么？
3.让小组内学生互换角色。
4.请几位学生到教室前模仿动作，教师提问：What are they doing ?然后让全班或个别学生回答。
（三）游戏
1.教师在黑板上贴上正面写有数字，反面写有：
do taijiquan, row a boat, play chess等动词词组的卡片。2.请自愿上台的学生背朝大家，选择其中的一个数字，教师翻开此卡片的反面示以台下的同学，台下学生根据卡片上的内容做出相应的动作。
3.台上的同学必须用英语They’re 动词+ing [+宾语]来猜测台下同学所做的动作。如果说对了，台下同学要说“Yes”，若连猜3次不中，可用What are they doing?请求他的朋友，帮忙回答。
（四）作业布置：
（五）小结：本单元学会了现在进行时的用法，尤其是be动词和动词加ing的用法
（六）板书设计：
Unit 1 What are they doing ? doing taijiquan rowing a dragon boat playing chess Drinking soybean milk playing football/basketball/table tennis/ Swimming running jumping
Module 3 Unit 2 What is the elephant doing ?
第二课时
【教学目标】： 知识与技能：
1)学生能够听、说、认park lake thing interesting people men get on lots of let’s 2)能听懂、会说本课对话。
过程与方法：以趣味性为主导，将情景教学法、直观教学法、游戏法、听说演唱法有机的溶为一体，为学生创设一种轻松、活泼、和谐、有趣的学习氛围。
情感、态度和价值观：能够运用所学英语句子，进行简单的扩展性交流。【重点】：1）继续掌握句型They’re 动词+ing [+宾语]
2）描述地点位置
【难点】：通过描述人物行为，简要说明一处场景。【教学方法】：讲授、游戏 【课时安排】：1课时 【教学过程】：
（一）导入：
一、Warming up 师生互相打招呼，问好。
二、Revision 1．教师说动名词：swimming, singing, dancing, rowing…请学生作 出相应动作。
2．Free talk.以小组为单位选派一名代表，用英语描述本组成员收 集的有关人物或动物正在进行的某种动作的照片、图片等。
（二）探究新知：
（一）单词教学
1教师留下学生收集的资料，并指着它们说：Look, there are lots of pictures.用声调变化突出强调lots of，并板书lots of（许多）。
2教师可利用身边的物体，用lots of造句，使学生明白词组的意思。3教说lots of 4请学生造句（告诉他们可以用“三明治”英语）。
5教师随意拿起教室里的任一物品说，“This thing is good.This thing is nice…”请学生猜猜“thing”的意思。6教师板书thing（东西，物品）并教说单词。
7教师拿出一件有趣的物品说：Look at this thing.Is it interesting ? 由此引入“interesting”，板书并教说interesting（有趣的）。8． 请学生用“三明治”英语说说生活中哪些事是interesting。
（二）课文教学 1．告诉学生，老师将要带领大家去看看Daming and Sam 今天get on the bus（乘上公共汽车）后将会看到哪些interesting things。Let’s go.2．学生观看电脑光盘或听录音磁带。
3．教师用汉语询问学生几个简单的问题，看看学生是否明白故事 的意思。例如：
Daming and Sam 在哪里？他们看见了什么？ 4．再次播发媒体。
5．教师通过提问：Where are the people doing taijiquan? 引出词组 in the park板书并教说。提问Where are the people rowing a dragon boat? 引出词组 on the lake板书并教说。提问Where are the men playing chess? 引出词组 under the tree 板书并教说。
6．学生打开课本，跟说句子。
（三）巩固新知：
1．分别由教师和全体学生朗读Daming和Sam对话内容。2．把全班分为两个大组，朗读对话。3．请学生两人一组，练习朗读。
4．请几对学生表演课文内容，或看着动画配音。
doing taijiquan rowing a dragon boat playing chess Drinking soybean milk playing football/basketball/table tennis/ Swimming running jumping 2、句型：
1)---What are you doing?---I ' m …
2)---What is heshe doing?---HeShe is …
3)---What are they doing?---They are …
（四）作业布置：
（五）小结：本单元学习了第三人称的进行时，用is 加动词的ing
（六）板书设计：
Unit 1 What are they doing ? doing taijiquan rowing a dragon boat playing chess Drinking soybean milk playing football/basketball/table tennis/ Swimming running jumping
（七）课后反思：
Module 4 Unit 1 Do you want some rice?
第一课时
【教学目标】：
知识与技能：1）能听说读写单词：Chinese、fast food、chopsticks、difficult、want、make,some 2)能使用句子：Do you want some...?且能做出正确回答Yes,please.No,thank you.3)掌握并能运用句型：Do you want some...? 过程与方法：Listening and speaking;task-based teaching method.情感、态度和价值观：学生能够看图正确描述不同人称所正在发生 的行为和动作，并能够正确运用。
【重点】：chopsticks、difficult的发音及新句型的运用。【难点】：学生在运用现在进行时的时候，能根据不同的人称正确选用“be” 【教学方法】：讲授 【课时安排】：1课时 【教学过程】：
（一）导入：
step1、Warming up 1、Greetings
2、Play a game: gussing game T:Hello,boys and girls.Ss:...T:Today we will learn the new lesson Module5 Food.First, let's play a guessing game.(复习以前学过的食物的单词)引导学生要用句型：Have you got _____? Yes ,I have.No, I haven’t.（二）探究新知：
1、Do you like the food? I like noodles and rice.I like Chinese food.教学Chinese(小组读，个人读)
2、T:duplings、noodles and rice are Chinese fast food.Do you like Chinese fast food? Ss:...（教学fast food）小火车读 Do you want some rice?(引出课题)用duplings、noodles 替换rice练读句型Do you want some...?并让学生用此句型向老师提问。老师回答Yes,please.No,thank you.3、T:I like noodles.But I don't know making noodles.Do you know making noodles? Ss:...T:（出示图片）Look, he's making noodles.(随机教学 making noodles)
4、T:I'm hungry.I want to eat some noodles.I need chopsticks.(用体态语帮助学生理解句意，同时拿出筷子)教学 chopsticks(把单词为两个部分chops ticks)告诉学生这个词语永远要用复数
5、T:Chopsticks are easy for me.But chopsticks are difficult for Amy.(出示图片)教学 difficult（个人读-小组读，齐读）
6、教授句型Do you want some...?Yes,please.No,thank you.T:Mm,the food is very nice.Do you want some...? 1）板书Do you want some...? 2）引导学生回答Yes,please.No,thank you并板书
（三）巩固新知：
1、practice 1）老师轮流指着实物图片提问Do you want some...? 2）全班开火车操练
2、听课文录音 全班跟读3遍 分角色跟读
extension 创设去饭馆的情境表演对话（一名服务员、两名顾客）让学生进行对话： A: Excuse me , can I help you? B: I want to east fast food.A: Do you want some _____? B: Yes, please.No, thank you.A: Anything else? B: That’s all, thank you A: You’re welcome.（四）作业布置：
（五）小结：1.T: Today, we learn how to use “Do you want some…?
Yes, please./ No, thank you.” to order food.2.Try to balance your diet by eating more fruit and less protein.（多吃些水果，少摄入些蛋白质，使饮食均衡合理。）An apple a day keeps doctor away.（一日一苹果，医生远离我。引导孩子健康饮食）
3.英国人的就餐礼仪（了解并对比中西方饮食文化的差异）
（六）板书设计：
Module5 unit1 Do you want some rice? Do you want some_____? Yes, please.No, thank you.Module 4 Unit 2 How much is it?第二课时
【教学目标】：
知识与技能：What are you doing ? I’m making dumplings/ I’m cooking vegetable.Do you want some ? Yes , please./ No , thank you.过程与方法：Task-based teaching method;situation teaching method 情感、态度和价值观：Help students to know order food;cultivate the attitude to love English and speak out bravely.【重点】：1.A: What are you doing? B:I’m making/ cooking¬¬¬¬______.2.A:Do you want some? B:Yes, please./No, thank you.【难点】：The usage of“make”and “cook”.【教学方法】：讲授、游戏 【课时安排】：1课时 【教学过程】：
（一）导入： 一．Warming up Greeting
Good morning.How are you ? Can you …?
二．Chant : left foot ,right foot ,left foot right 三．Review 展示卡片
T：What’s this ? Ss : cake, rice , noodles , fish(学生快速读出)T: Do you want some …
Ss: Yes ,please./ No , thank you.四．实物导入
1.T：老师今天带了二种好吃又有营养的东西，大家猜猜是什么？（学生猜）师拿出饺子教学dumpling ①全班读 ②个别读 ③小组读
2．同法教学vegetable ①唱反调（师大声读单词，生小声；反之师小声生大声）②全班读单词 五．巩固单词
Play a game猜单词
（二）探究新知：
师把刚刚复习的单词和新授单词的卡片藏起来，给学生三次机会猜猜藏的是哪两张，如果学生两张都猜错了，师说“no”。如果猜对一张师说“YES”但是不给学生看卡片，两张都猜对了给学生看卡片读出单词，并给予奖励。
六．情境中学句型
1． I’m making dumplings.T：今天老师非常高兴，所以要大展厨艺（带上围裙，包饺子），now ,look here ,What am I doing? 想不想知道老师在干什么吗？要用英语怎么问呢？ Ss：What are you doing ?(板书)T：I’m making dumplings.Do you want some?(板书)采用不同形式读句型I’m making dumplings.(如：师读快，生读慢；师读慢，生读快)2． I’m cooking dumplings.T:接下来，老师要展示每二样厨艺，Look here(师抄菜)，想知道Miss Lin 正做什么要用英语怎么问
Ss: What are you doing?(板书)T： I’m cooking vegetables.Do you want some.(板书)采用不同形式读句型I’m cooking dumplings.（如：
（三）巩固新知：(1)学生对话第一部分
1．T：Now open your book ,turn to page20.今天Sam 和Amy去Darming家做客，我们来看看Daming 一家做了什么好吃的请他们。（播放CD—ROM）
T：他们来到Daming 家，看到Daming正在making dumplings,他们两个不知道Daming在干嘛，他们是怎么问？
S1：What are you doing ,Daming? T: Daming 是怎么回答？
S1： I’m making dumplings? 全班跟着CD—ROM读。2． 情境表演
师去学生家做客，学生正在包饺子 T： What are you doing ? Ss: I’m making dumplings.Do you want some ? T: Yes ,please.（2）学生第二部分
1．T：Daming家除了Making dumplings 还做了什么好吃的？ Ss: Cooking vegetables.T: Daming 急匆匆来到厨房里，看到妈妈正在cooking dumplings 他是怎么问的？
SS: What are you doing? T: mother是怎么回答的？
Ss: I’m cooking vegetables.Read after the CD-ROM 2.巩固练习
①师做抄菜动作
Ss: What are you doing ? T: I’m cooking vegetables.Do you want some ? Ss: Yes ,please./ No, thank you.②Play a game 听音乐传勺子,音乐一停，拿到勺子的学生做抄菜的动作，其他学生问 What are you doing ?此生回答I’m cooking Vegetables.Do you want some ?操练对话。
3． 表演课文对话
小组合作，表演课文对话。
（四）作业布置：
（五）小结：学习食物的情景的同时继续巩固动词进行时
（六）板书设计：
What are you doing ? I’m making dumplings/ I’m cooking vegetable.Do you want some ? Yes , please./ No , thank you.（七）课后反思：
Module 5 Unit 1 Can you run fast?
第一课时
【教学目标】： 知识与技能：
1、能听、说、认读单词：can, run, fast, jump ,high, far, ride
2、能听、说、认读并运用句型： 1)I can run fast/jump high /…
2)------Can you run fast /jump high/jump far/ ride fast …?------Yes , I can./No, I can’t.过程与方法：
1、Teach the text with the task based method.2、Do a survey by cooperative learning.3、sing songs 情感、态度和价值观：让学生通过能力的谈论，了解自己的优点。引导学生在学习中体验成功、感受快乐，树立学习的自信心。
【重点】：can, run, fast, jump ,high, far, ride 【难点】：1)I can run fast/jump high /…
2)------Can you run fast /jump high/jump far/ ride fast …?------Yes , I can./No, I can’t.【教学方法】：讲授 【课时安排】：1课时 【教学过程】：
（一）导入：Step1 Warmer
1、Sing the song “ Row the boat ”
2、chant : Make a cake
3、Do and say Tell the students: Let’s have a match in groups.I’ll do some actions.Please look and say them quickly : play football/swim /play basketball /…
Then do and teach the new words: run ,jump ,high ,far ,ride Have the students practice in pairs.（二）探究新知：
1、Let the groups do the actions that the teacher says.Teach “can ”by this way : Oh ,look!Group A can do it well.Explain the meaning of “can ”
2、Do the actions and say : I can swim/run fast/ jump high /… Do some examples and let the students practice in pairs.Then ask some pairs to act it out.3、After acting ,do and say like this :I can jump high.Can you jump high ? Help the students answer : Yes , I can./ No, I can’t.（三）巩固新知：Listen ,find and say
1、Show the picture and tell the students :Our friends : Amy Sam and Daming are having a match.Now look at the picture and listen : Who is the winner ?
2、Play the tape for the students to listen and find the answer.3、Have the students look at their book ,listen and repeat.4、Then let them practice reading in pairs or groups.Consolidation Do Activity book Exercise 1 and 2
（四）作业布置：
（五）小结：本单元学习了能力方面的句子，涉及了很多实意动词的圆形
（六）板书设计：
Module 6 Abilities Unit 1 Can you run fast ?
Module 5 Unit 2 Can Sam play football?
第二课时
【教学目标】： 知识与技能：
1、能听、说、认读单词：flute, wash, clothes, draw
2、能听、说、认读并运用句型：
1)------Can you play the flute /wash clothes/…?------Yes, I can./No, I can’t.2)I can write a letter/…
I can’t row a boat /… 过程与方法：讲授、游戏
情感、态度和价值观：让学生通过能力的谈论，了解自己的长处及不足。引导学生在学习中体验成功、感受快乐并能取长补短。
【重点】：flute, wash, clothes, draw 【难点】：
1)------Can you play the flute /wash clothes/…?------Yes, I can./No, I can’t.2)I can write a letter/…
I can’t row a boat /… 【教学方法】：讲授、游戏 【课时安排】：1课时 【教学过程】：
（一）导入：Step 1 Warmer
1、chant : Make a cake
2、Revise the phrases by doing actions: play football/run fast /jump high / jump far /ride fast /…
3、Do and teach the new words : play flute/ draw/wash clothes Then let the students practice in pairs.（二）探究新知：
1、The teacher does the action and say the sentence : I can play the flute.Can you play the flute ,_____? Asks one student to answer.Make more with some individual students.2、Have the students to ask and answer in pairs using the new phrases.3、Ask some pairs to act out.Step 3 Listen point and say SB P24 Part 1
1、let the students look at their books and listen to the tape to draw the right picture.2、Check the answer with the whole class.3、Play the tape again for them to listen and repeat.4、Have the students to read in pairs.Step 4 Listen point and say SB P25 Part 4
1、Have the students to look at the pictures first.Then play the record for them to listen and choose.2、Check the answer together.3、Let the students look at the picture and say about themselves like this : I can …/I can’t…
Step 5 Listen and say ,then sing and do the actions.SB P25 Part 3
1、Read the words with the students together.It’s easy for the students to read.2、Play the tape for the students to listen to the song first.Then have them to sing after the tape.3、Let the students sing and do the actions together.(We can have a match.)Step 6 Consolidation Do Activity book Exercise 4 and 5
（三）巩固新知：
利用 chant 复习旧知，活跃气氛。以 Chant ： Run, run, I can run.开始本课的学习，既活跃气氛，又为接下来的学习做好了充分的准备。
以新习旧，注重语音语调。在巩固句型的过程中，可加入以前学过的动作词语进行操练，注意升调的运用，后面副词可以重读，起到强调的作用，整个句子说起来抑扬顿挫，学生也都非常喜欢
（四）作业布置：
（五）小结：本模块主要学习了can问句的肯定回答和否定回答
（六）板书设计：
1)------Can you play the flute /wash clothes/…?------Yes, I can./No, I can’t.2)I can write a letter/… I can’t row a boat /…
（七）课后反思：
Module 6 Unit 1 Can I have some sweets ?
第一课时
【教学目标】： 知识与技能：
1.学习语句:Can I have…? 口头运用Can I have…? 这类语句询问他人需要什么或者自己需要什么。
2.学习M9单词
3.复习一首歌谣Happy birthday to you!过程与方法：运用探究合作的学习方法，激发学生兴趣 情感、态度和价值观：培养学生乐于助人的习惯 【重点】：学习语句: Can I have…? M9单词
【难点】：口头运用 Can I have…? 短语Turn on 【教学方法】：讲授, 积极主动接受学习,对话法，游戏法 【课时安排】：1课时 【教学过程】：
（一）导入： Warmer: T: Hello.Ss: Hello teacher.T: What are you going to do on Saturday ? Ss: I’m going to ….T: I’m going to join sports meeting.look here.(展示关于运动的幻灯片)。What’s this ? Ss: It’s football.T: Can you play football ? S: Yes ,I can / No, I can’t.（二）探究新知： Presentation: Let The students look at the screen.(a picture of sports)And ask the students “Can you play…?” Students answer the questions.最后一张幻灯片用糖果
T: What are they ? Ss: They are sweets.T: Yes, Now ,I’m hungry.Can I have some Sweets?(Write this title on the board)Teach new lesson: 1.T:Today is Amy’s birthday.Her mother make some food for her.But she don’t know ,we are going to give her a surprise.At first Let’s look at these food.(展示关于食物的幻灯片，学习soup, sweets, bread, biscuit, fruit)Let Ss learn them and ask them: Can I have …? 2.listen to the tape.3.Play the tape the students should read after it.Let The students listen to the tape and repeat.Then let The students chant with the music.（三）巩固新知：Game 将全班分成几组，教师出示有关食物的卡片，要求学生看到食物后立刻造句，哪组有一名学生先站起来，就算哪组先抢达到。抢到的小组每人要迅速造一个句子，只要有一个成员没有完成造句，就不得分，最后哪组抢达最多，造句最多，教师发给每个成员一枚粘贴作为奖励。
（四）作业布置：
（五）小结：can I 表示礼貌的请求，后面直接跟句子
（六）板书设计：
Can I have some sweets? Words soup sorry sweet bread
Module 6 Unit 2 Happy Halloween！
第二课时
【教学目标】：
知识与技能：能熟练运用“Can I have…?/ Can you …?” 能够掌握模块单词。
了解关于万圣节的知识
过程与方法：运用探究合作的学习方法，激发学生兴趣 情感、态度和价值观：了解西方节日和文化
【重点】：学习语句: “Can I have…?/ Can you …?”和本模块单词 【难点】：听懂目标语句并会用“Can I have…?/ Can you …?” 【教学方法】：讲授、游戏，Ppt,直观教学法，表演法，对话法 【课时安排】：1课时 【教学过程】：
（一）导入：
Warmmer.1.Greetings.2.Let’s have a match.GroupA and GroupB ,which group can say lots of food and make sentenses about “Can I have…?”.The students say,the teacher Draws Stars.Which group can say more words ,they are the winner.（二）探究新知：Presentation In China , there are some special days, e.g: Spring Festival, Dragon Boat Festival and so on.But in oversea ,there are some special days,e.g: Christmas Day and Helloween.Write this title on the board.Teach new lesson: 展示幻灯片，并且了解万圣节，万圣节是西方的传统节日。万圣节前夜，即10月31日夜晚，是儿童们纵情玩乐的好时候。它在孩子们眼中，是一个充满神秘色彩的节日。夜幕降临，孩子们便迫不及待地穿上五颜六色的化妆服，戴上千奇百怪的面具，提上一盏南瓜灯跑出去玩。挨家挨户收集糖果。并且让学生复习并运用“Can I have some sweets ?”简单了解服饰和南瓜灯。
（三）巩固新知： Practise 创设情景并练习运用“Can I have some sweets ?”
（四）作业布置：
（五）小结：通过中外的节日，进一步练习Can I 句型
（六）板书设计：
Happy Halloween!Can I have some sweets ? Here you are.（七）课后反思：
Module 7 Unit 1 There is a house in this photo.第一课时
【教学目标】：
知识与技能：培养学生运用There is 或是There are 来谈论与月份有关的情况。
过程与方法：讲授法、情景导入法、师生互动、游戏法
情感、态度和价值观：Improve the students’ appreciation.【重点】： 学习句型There is /are… birthdays in … 掌握单词及词组： January/ February/March/ April/ May/ June
【难点】：能够掌握运用一至六月份英语名称。
【教学方法】：讲授，讲授法、情景导入法、游戏法、师生互动、生生互动 【课时安排】：1课时 【教学过程】：
（一）导入：Revision: 1.Do duty report.2.学生报数
（二）探究新知：Presentation: 1.让学生猜教师的生日在几月份，引出 “My birthday is in January.” 2.出示一月份日历，教说January及句型“My birthday is in January”.3.请一月份过生日的同学说句型。
(通过教师的生日引出本课的知识点，使学生学习的兴趣高涨。因为学生对教师的情况是非常关注的。日历的出现，使学生对句子的理解毫无障碍。)4.当一月份过生日的学生说完句型后，教师提问：”How many birthdays are there in January?” 帮助学生数一数，得到答案。“ There are four birthdays in January.板书句型，学生学说。
5.学说单词February, 提出问题：”How many days are there in February?”
There are 28 or 29 days in February.6.由问题 How many days are there in March? 引出单词March 的教学。学生谈论What can the children do in March?（通过学生谈论What can the children do in March? 可以为学生创设运用英语的真实语境，使学生有机的将新旧知识紧密结合。）
7.教授单词April，并请同学猜一猜How many birthdays are there in April? 请四月份过日的同学起立，揭示答案。
8.通过猜谜语的形式引出单词May 的教学。“There are 31 days.It’s warm.There is a seven-day holiday in it.And the Labor’s Day, too
（三）巩固新知：Practice: 1.教师说月份单词，学生用手指表示相应月份。引出新单词June, 学说。(回顾1至5月份刚刚学过的单词，既是一个小的复习，又起到了承上启下的衔接作用，可谓一举两得。)2.学生同桌间谈论他们最喜欢的月份，并说出原因。3.游戏活动：听音做一做。
Whose birthday is in January? Please point to the door.Whose birthday is in May? Please clap five.Whose birthday is in April? Please jump two times.……
Whose birthday is in June? Please point to the Lingling.（通过这个游戏活动中，可以检查学生对新知的接受、理解情况，还可以有效的巩固重点内容，化解教学难点。并引出课文教学。）
4.Lingling 在哪里？请学生看书，听课文录音。
5.跟录音磁带朗读课文。
6.讲解语境语 count/ parties 7.活动：
给每一个学生发一张心型的红色卡片，让他们在上面写上自己的名字。然后，边说 “My birthday is in …” 边贴在相应的挂历上。然后，两人一组，进行谈论 “How many birthdays are there in …? There is/ are … birthdays in …
（四）作业布置：
（五）小结：Read the main sentences on the blackboard, and the new words..（六）板书设计：
Unit1 There is one birthday in May.January February Whose birthday is in January? March April How many days are there in February? May June
Module 7 Unit 2 There are twelve boys on the bike.第二课时
【教学目标】：
知识与技能：Vocabulary：July，August，September，October，December，November Sentence：There are twelve months in a year Ability：Let them use these sentences 过程与方法： Listening, speaking, play games, task-based teaching method 情感、态度和价值观：Help the pupils to be interested in English.Let the pupils speak English bravely.【重点】：掌握12个月份的英语单词。
【难点】：区分并掌握There are … 和 There is … 的句型。【教学方法】：讲授、游戏Task-based learning method, games, cooperative learning method.【课时安排】：1课时 【教学过程】：
（一）导入：
一、Greeting Hello , boys and girls.Hello , Miss Zhou.Are you hot ?
No.Are you cold ? Yes , I am cold.I am cold , too.二、Warm-up Let’s look at the blackboard and say.Flowers ,flowers.There are flowers.Festivals , festivals.There are festivals.Birds ,birds.There are birds.Snow , snow.There is snow.Rain ,rain.There is rain.* * * * * 拍节奏 Warm , It’s warm.Cool , It’s cool.Sunny , It’s sunny.Cold , It’s cold.三、Revision(1)Do the actions and say : play basketball / play football / play football / play table tennis / go to school / listen to musin / watch TV / read a book ……
(2)Let’s review some months : January to June(3)Show me your fingers : Let’s chant : …….（二）探究新知： Lead to It’s very hot in this month.The Summer Holiday is coming!It’s July.July Spell July.…
Do you like July ? Yes , I do./ No , I don’t.I like …… How many days are there in July ? There are thirty-one days in July.August There are thirty-one days in this month , too.It’s August.Is it cold in August ? No , it’s hot in August.The Teachers’ Day is in this month.September Spell September.…
I like September.My birthday is on September.Do you like September ? Yes , I do./ No , I don’t.I like ……
Whose birthday is in September ? Stand up , please!How many birthdays are there in September ？ Let’s count.There are … birthdays in …./ There is … birthdays in ….Guess : Which month is this ? We can see the Chirtmas tree.We have presents.We can sing a song.Christmas Day That’s right!It’s December.December Spell December.…
I don’t like December.It’s cold.Do you like December ? …….Whose birthday is in December ? Stand up , please!How many birthdays are there in December ? There are … birthdays in …./ There is … birthdays in ….There are thirty-one days in this months.The National Day is in this month.October Whose birthday is in October ? Stand up , please!How many birthdays are there in October ? There are … birthdays in …./ There is … birthdays in ….Is it hot in October ? …….Which month is missing ? Let’s count!November Spell November.How many days are there in November ? There are … days in ….Whose birthday is in November ? …….How many birthdays are there in November ? There are … days in ….Let’s read the words again.(1)快速反应(2)看口型发音
（三）巩固新知：
一、Practice(1)I say I like ….You say I don’t like ….I say I don’t like ….You say I like ….(2)Let’s play a game : Make sentences in one minutes.There are … birthdays in ….There is … birthday in ….Talk to your partners.You can say like this : A : How many days are there in … ? B : There are … days in ….二、Consolidation Talk in your group.You can say like this : I like …./ I don’t like ….It’s … in ….I can … in ….Open your book.Page 40.Listen to the tape , read after the tape.（四）作业布置：
（五）小结：本模块学习了一年的十二月份的英文名称，对学生有一定的难度
（六）板书设计： Unit 2 July August How many days are there in July ? September October There are thirty-one days in July.November December There are twelve months in a year.（七）课后反思：
Module 8 Unit 1 We’re going to visit Hainan.第一课时
【教学目标】： 知识与技能：
1、Enable the Ss to learn some important words.2、Make the Ss understand and use the new sentence : “I’m going to go to… ” “We’re going to go to…”
3、Develop the Ss abilities of listening and speaking.They can make suggestions in life.过程与方法：
1、Learn the words by game method.2、Teach the text with the task-based method.3、Cooperative learning.情感、态度和价值观：
1、Faster the Ss consciousness of good co-operation.2、Keep the Ss confidence in learning English.【重点】：Make the Ss use the following sentences correctly: “I’m going to go to…” “We’re going to go to…” 【难点】：The phrases and the important sentenses
【教学方法】：讲授
1、game method
2、task –based method 3competition1
4、cooperative learning 【课时安排】：1课时 【教学过程】：
（一）导入：
一、Greeting: Hello,everyone!How are you ? OK, now let’s make warm up, this is just for fun.二、Warm up: I say one, you say two;I say two, you say three;If I say three, you stand up and sit down.Leading in 1.Talk about the cities in China.(pp)2.What’s your favourite city ？
（二）探究新知：
1、Look at the pictures, practice the words about cities.A、Show the picture B、Point and say C、Say it quickly D、Who’s missing?
2、Look at the pictures, the teacher teach the sentenses:I’m going to go to...Let the students repeat the sentenses.(practice the words about cities).3、Teacher do the action and teach: I’m going to ….Then the students follow the teacher.For example: I do and say :I’m going to swim.Then the students repeat:I’m going to swim.a.I do and you say b.I say and you do c.Say it as quickly as you can.4、Look at the pictures and practice.（三）巩固新知：
1、Listen to the tape: a.Listen and point, then answer the questions the teacher ask.b.Listen and repeat.c.Read together.d.Group play.2.Explain the text.Ss follow me for two times.The teacher will explain the words ,phrases, sentences.Show the key points on the blackboard.3.The teacher asks the Ss to read the text then act it.The teacher can correct the students’ mistakes.Then Ss can find the interest of learning.4、Practice: Make a survey.5、Game: Rememder what I say.（四）作业布置：
（五）小结：本模块我们学习了be going to 的表示方法，后面加动词圆形，注意be的变化。
（六）板书设计：
Module 7 Unit1 We’re going to go to Hainan.I’m going to …
We’re going to … Hainan swim Beijing fly kite Tianjin watch TV
Module 8 Unit 2 Sam is going to ride a horse.第二课时
【教学目标】： 知识与技能：
1）能听懂、会读、会说、会抄写单词stone, camel ,visit 2）能听懂、会读、会说句型:we’re going to do sth.能听懂会唱歌曲：“We’re going to go to the zoo.” 过程与方法：任务型教学法、情景教学法。
情感、态度和价值观：通过对本课的学习，使学生了解有关明陵的历史、地理位置及其概况的知识，激发学生热爱历史、热爱祖国的热情。培养学生认真学语言，乐于用语言的意识，并通过歌曲的学习，促进学科间的交流。
【重点】：visit的不同用法 【难点】：stone ,camel, visit 【教学方法】：讲授、游戏，游戏法、合作学习法。【课时安排】：1课时
【教学过程】：
（一）导入：Step1: Warmer 1.Greetings 2.Sing a song--听Module7 unit2的歌曲并跟着老师做动作。3.Say a chant: We’re going to We’re going to go to +place
I’m going to I’m going to go to+placeShe is going toShe is going to go to place.He is going to He is going to go to place They are going to They are going to go to place Lead in: I’m going to check your homework.Who
can tell me something about the Ming Tombs.请一两个同学把收集到的有关the Ming Tombs的资料与其他同学分享。
资料：明十三陵是明朝迁都北京后13位皇帝陵墓的总称，位于北京市西北约44公里处昌平区天寿山南麓，陵区面积达40多平方公里。从1409年营建长陵到清顺治初年营建思陵，长达200多年间依次建有长陵（成祖）、献陵（仁宗）、景陵（宣宗）、裕陵（英宗）、茂陵（宪宗）、泰陵（孝宗）、康陵（武宗）、永陵（世宗）、昭陵（穆宗）、定陵（神宗）、庆陵（光宗）、德陵（熹宗）、思陵（思宗），故称十三陵。陵内计葬有皇帝13人、皇后23人、皇贵妃１人以及数十名殉葬皇妃。十三陵是我国历代帝王陵寝建筑中保存完整、埋葬皇帝最多的古墓葬群，建筑雄伟，体系完整，历史悠久，具有极高的历史和文物价值。
（二）探究新知：
课文呈现：Ms Smart and her students have been to the Ming Tombs.What did theyn see in the Ming Tombs? – Lions, camels and elephants.T: We’re going to learn the Unit2 We’re going to visit the Ming Tombs.（板书）
小朋友，你知不知道十三陵景区有什么有意思的东西。那里有许多动物的石雕。那么，石雕包括哪些动物？在那里发生了什么样的故事？Please open your books and turn to page 28.And then answer my questions –(1).Who are going to visit the Ming Tombs? Ms Smart and her students.(2).When are they going to visit the Ming Tombs? Tomorrow.交代任务： We can’t visit the Ming Tombs now, but Miss Wang have a good idea——We’re going to go to the zoo and visit animals.Practice
1、Let’s see some animals.（图片）Teach words: stone ,camel。操练单词:Game:老师说一种动物，学生做动作模仿，当老师说stone+动物，学生暂停不许动，然后请一到两个同学说动物。
2、体会单词roar,scary，请学生模仿动物的吼叫声，老师说scary请学生作害怕状，可藏在桌子下。
3、听，跟读课文。
4、T:Do you like stone animals or alive animals? Ss: Alive animals.T:Let’s see.(出示动物卡片)We’re going to visit animals.教单词visit.5、操练We’re going to visit animal的语言结构。在黑板上画动物园，请学生用We’re going to visit+动物的语言结构说句子，说对的学生可得到英语书写的动物卡片，并贴在动物园他们喜欢的位置。
（三）巩固新知： 1.请学生四人为一组，制定游园路线图，并做汇报。引导学生通过连词then来达到句子的连续性，和完整性。
e.g.A: We’re going to visit the lions.B: Then we’re going to visit the pandas.2.Game:邀请同学一起去旅行，几个学生一组，每人想出一个自己想要去的地方，相互询问：“I’m going to go to …Do you want to go with me?” 被问到的学生根据自己的喜好回答。每个学生都要努力找到旅伴。
Sing a song 学唱歌曲We are going to go to the zoo 4 Cooler 请同学们总结visit的几种用法。
（四）作业布置：
（五）小结：用新颖课文内容吸引学生的兴趣，讲的是明皇宫，十三陵的故事，继续练习be going to
（六）板书设计：
Unit 2 We’re going to visit the Ming Tombs.visit be going to I’m giong to visit the Great Wall tomorrow.He/She is going to visit the Ming Tombs tomorrow.They’re going to visit the Summer Palace tomorrow.（七）课后反思：
Module 9 Unit 1 Are you going to run on sports day?
第一课时
【教学目标】： 知识与技能： 1，能听懂，会说日常交际用语：What are you going to do? I am going to…..以及相应的回答
2能听懂，会说 sports day every day good luck come on winner 等词 能用一般将来式的形式简单的描述将要发生的事情。
4培养学生在游戏中熟练运用功能句型和词组的能力，在情境中灵活运用交际用语的能力和知识迁移的能力。
5会运用 good luck come on等词对别人表示祝福。过程与方法：
1采用活动教学的形式，让学生在活动中学习知识，促进学生对句子，词语的理解。并结合游戏呈现知识，以促进对语言的识记。让学生学会在特定情景中用“what are you going to do?”和“I going to…..”等句型进行交际。
3了解如何用英语在比赛中给运动员鼓励、加油的用语 情感、态度和价值观：
1、在学习本课知识的过程中，培养发散思维、创造思维的能力。2.在教学游戏中学会交际，学会鼓励他人，学会欣赏和赞赏他人 3培养学生的团队意识和合作精神，共同完成学习任务。4 激发学生学习英语的兴趣,帮助学生树立信心。
【重点】：理解掌握 sports day come on good luck winner 等词的意义并懂得在实际语境中运用。
【难点】：理解并懂得在日常生活中灵活运用 what are you going to do for sports day? I am going to ….等句型进行交际
【教学方法】：讲授, 探究式学习方法，小组合作交流法,情景教学法 任务型教学法
【课时安排】：1课时 【教学过程】：
（一）导入：Step1: Warm-up
1、Greeting, say hello to students T: Hi ,boys and girls,today we are happy.Now, let’s play a chat ,ok? 2 Chant “Every Day ”
（Show PPt: We’re going to play football.We’re going to play football every day.We’re going to play basketball.We’re going to play basketball every day.We’re going to swim.We’re going to swim every day.We’re going to play table tennis.We’re going to play table tennis every day.We’re going to run.We’re going to run every day.（Read with the students for two times,then show out the phrases about sports,have the students read and do the actions.）
（二）探究新知：Step2: Presentation 1 Show a picture about a Sports Day,then ask “What are they doing?”(The students answer it.)About “sports day”, show a card “sports day” the students read after the teacher and the teacher write it on the board.3 T: We are going to have a Sports Day.（read and write, the student read after the teacher）.T: Let’s have a look ,what can we do on our Sports Day?（Show PPt：No.1 is playing football.No.2 is playing basketball.No.3 is playing table tennis.No.4 is swimming.No.5 is running the 100 metres.Have the students read the and the teacher translate them.）4 Show PPt “What are you going to do for Sports Day tomorrow ? I’m going to …”
（T： We have a Sports Day ,what are you going to do for Sports Day ? Ask the students guess，then :I’m going to swim.Do the actions.）
Step3: Imitation Practice 1 The teacher read and the students follow.2 Show cards and ask“What are you going to do for Sports Day ?”，The students will say“I’m going to ………” Practice The students practice the consolidations with their deskmates.then play atrain game.（三）巩固新知：
Step4: Consolidation Practice 1 Actions:have the students make different roles to practice the consolidations.2 Game：Listen to the music and pass the apple.The PPT will show out many sports.When the teacher say “Stop.”The student who get the apple will try to make consolidations on the PPT.Step5: Development Discuss in the the group about four students：“What are you going to do at the weekend ?”Then after that choose aome of them show out their consolidations.Step6 : Sing a song What are you going to do?
（四）作业布置：
（五）小结： 本模块学习be going to 的疑问形式。
（六）板书设计：
Module 8 Unit1 What are you going to do? sports day We are going to have a Sports Day.What are you going to do for Sports Day ? I’m going to …”
Module 9 Unit 2 I’m going to do the high jump.第二课时
【教学目标】： 知识与技能： 1)基本能听懂、会说、会读、会写词汇：do the high jump，do the long jump, run the 200 metres.2)熟练掌握 “What are you going to do for ……？”的言结构及回答：“I’m going to…?”
过程与方法： 1.Game method 2.The task-based method.3.Cooperative learning.情感、态度和价值观：培养学生持之以恒的情感态度。【重点】：词汇：do the high jump, do the long jump, run the 200 metres.句型：What are you going to do for…? I’m going to… 【难点】：“run the ….”及 “ do the…”的表达。
【教学方法】：讲授、游戏, 自主式，互助式,启发式，任务型教学 【课时安排】：1课时 【教学过程】：
（一）导入： Step1: Warmer 1.Greetings 2.Sing a song
（二）探究新知： Step2: Presentation 1.Lead in 1)T: What am I going to do? Ss: You are going to swim/run/play table tennis/play basketball/play football.T: What am I going to do? S1: You’re going to do the high jump.T: Yes.I’m going to do the high jump.引出课题：Unit2 I’m going to do the high jump.（板书）
教授—high jump(1)stamp the word(2)shout the word 2)S2: What am I going to do?（一个学生做跳远的动作）
T: You’re going to do the long jump.教授—long jump(3)clap the word(4)say the word(louder /whisper)
2)T: Daming is going to run the 100 metres on Sports Day.今天，我们要看看Amy, Lingling 和Sam 打算参加运动会的哪些项目。Please open your books and turn to page 32.Listen to the tape and then answer my questions.Q1: What is Amy going to do for Sports Day? Q2: What is Sam going to do for Sports Day? Q3: What is Daming going to do for Sports Day? Q4: What is Lingling going to do for Sports Day? S1: Amy is going to do the high jump.S2: Sam is going to do the long jump.S3: Daming is going to run the 100 metres.S4: Lingling is going to run the 200 metres.教授： the 200 metres(1)个人读（2）小组读（3）男生、女生读 T:What are you going to do for Sports Day? Ss:I’m going to run the 200 metres.（三）巩固新知：Step 3: Practice 1)Game—幸运52 准备卡片： high jump, long jump, the 100 metres, the 200 metres 等。要求：全班同学看图片做动作，学生A和学生B抢答。2）Game – Guess it S1: What are you going to do? The high jump? S2: Yes, I’m going to do the high jump.（用手势表达high jump 的动作）P.S.通过做手势猜对方要参加的运动项目。
Step4: Production T： 每4人一小组选派一名组长，对组员在体育运动方面的特长进行调查，然后安排大家参加运动会的各个项目。
e.g(1)S1: I can run fast.S2: You ‘re going to run the 100 metres.S1: Okay.(2)S3: I can jump high.S4: You’re going to do the high jump.S3: Okay.汇报：e.g.A and B are going to run the 100 metres.C and D are going to do the high jump.Step5: Say a chant.T: Boys and girls, our Sports Day is coming.Let’s say a chant ,ok? Ss:OK!T&Ss: I’m training for Sports Day.I’m training every day.I’m going to run and I’m going to win.I’m training every day.Come on, come on!Good luck, good luck!Good luck on Sports Day!
Step6: 讲解课文 1）全班读。2）小组读。
3）分角色扮演。
（四）作业布置：
（五）小结：本模块学习了运动会方面的的内容，继续巩固了be going to 表示将来要做的事
（六）板书设计：
Unit 2 I’m going to do the high jump.run the 100 metres run the 200 metres do the high jump do the long jump
（七）课后反思：
Review
Module Unit 1 Revision
第一课时
【教学目标】：
知识与技能：学生掌握方向与位置的词语；学会30以内的数字；掌握表示能力“can”的用法；使用“be going to”讲述计划。
过程与方法：学生在大量练习中，通过合作与交流提高综合运用英语语言的能力。
情感、态度和价值观：培养乐于助人的道德情操
【重点】：介词，数字，“can” 的用法，“be going to”表将来的用法 【难点】：“be going to”表将来的用法
【教学方法】：讲授, 合作交流法,任务型教学法 【课时安排】：1课时 【教学过程】：
（一）导入：Step 1:warmer 带领学生复习Module 2中的韵诗“Left foot,right foot”,并使用相应的课件单词卡片帮助他们重温关于方向和位置的单词。
（二）探究新知：presentation 1)师根据韵诗的内容引出“方向”的表达。老师走下讲台，同时对学生说： 2)T：Now,I’m walking down my platform.老师走到一位学生身边，说明自己的位置：“Now I’m next to him/her.I’m on his/her left/right.”老师继续向前走，边走边说”I’m walking past …”
3）请全班完成SB活动1，听录音，并指出录音中描述的是哪一副图。
关于数字的练习：
(1)首先根据数字卡片带领学生复习数字1－29.鼓励学生说出更大的数字，并说出这些数字与自己生活的关系，例如： I’m ten years old.I have three pens…
(2)完成SB2.请学生2人一组展开游戏。老师说明手势表示数字：伸开双手表示10，伸开双手再迅速翻过来表示20，然后伸出相应个数的手指表示个位数。分组练习完成后，老师可以在黑板上快速写出阿拉伯数字，让全班学生一起说出英文单词。
（三）巩固新知：
关于“can/can’t”的练习
(1)组织学生以小组为单位调查其他组成员会干什么，不会干什么，例如：Can you play the piano? …
(2)完成SB3.学生对话。关于一般将来时的练习：(1)T:老师看着表说：“It’s …now,Let’s talk about what are you going to do today.”
S: 生可能回答：“I’m going to have Maths.”…(2)完成SB4，把人物与他们打算做的事情连线。
（四）作业布置：
（五）小结：本模块总体复习了前面十个模块内容，是补充学习，为期末考试做准备。
（六）板书设计：
Review Module Unit 1 go up/down/straight on Numbers: 1－12 Can you run fast? turn left/right 13－20 Yes,I can./No,I can’t.21－30 Amy is going to take pictures.Review
Module Unit 2 Revision
第二课时
【教学目标】：
知识与技能：学生掌握表示允许的‘can’和表示愿望的‘want’用法；食物、12个月份和表示天气状况的单词；现在进行时。
过程与方法：学生在大量练习中，通过合作与交流提高综合运用英语语言的能力。
情感、态度和价值观：培养团结合作的精神。
【重点】：表示允许的‘can’和表示愿望的‘want’用法；食物、12个月份和表示天气状况的单词；现在进行时的用法
【难点】：现在进行时的用法
【教学方法】：讲授、游戏 , 合作交流法,任务型教学法 【课时安排】：1课时 【教学过程】：
（一）导入：:warmer 带领学生复习关于月份的韵诗,并使用相应的课件单词卡片帮助他们重温关月份单词。
（二）探究新知：presentation(1)师根据韵诗的内容引出12个月份表达。组织展开SB Unit2 活动1中的游戏。具体操作如下：老师在黑板上写出12个月份的英文单词（打乱顺序），让学生6人一组，每轮游戏前请两组学生分别站到黑板的两侧；发给每组第一名学生一个黑板擦，此外还要请一名学生为两队记分。老师快速，随机的说出一个月份单词，两队学生第一名听到后迅速擦掉那个单词，擦去的组得分，没有擦到的学生淘汰掉；接下来由刚才擦去单词的学生说出单词，黑板擦交给同组的下一名学生。如此重复，直到有一组学生全部被淘汰为止
(2)扩展游戏：按照上面的方法，把英文单词换成数字1－12，增加游戏难度。
(3)师把话题从月份引向天气状况，请学生说出自己生日的月份，并描述天气。例如：“My birthday is in…It’s warm/hot/cool/cold…”
（三）巩固新知：
关于食物的单词、表示允许的’can’和表示愿望的’want’的练习：(1)老师出示卡片，复习有关食物的单词，然后请学生两人一组完成SB 2 的对话。
(2)根据这些食物，用‘want’造句，例如：I want a cake…体会can和want的用法。
关于现在进行时的练习
(1)T:老师看着表说：‘It’s …O’clock now,what are we doing?’ S:We are having English class.复习现在进行时的表达，并让学生造句。
(2)完成SB3.听录音并描述对话。
(3)展开SB Unit 2 活动4的游戏，老师描述图中的人物，请学生猜一猜老师描述的是谁。
（四）作业布置：
（五）小结：本课我们复习了表示允许的‘can’和表示愿望的‘want’用法；食物、12个月份和表示天气状况的单词；现在进行时的用法，希望大家能够掌握。
（六）板书设计：
Review Module Unit 2
月份 A:Can I have some…? This is Lingling’s family.B:Yes, you can./Sorry,you can’t.Mum is making a cake.（七）课后反思：
第四篇：外研版九年级上册英语全册教案
三岔口初级中学英语电子教案
九年级
第 ５ 册
Module 1 Wonders of the world Unit 1
What is a wonder of the world? 上课教师 学生年级
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型 Listening and speaking 教材分析 This unit aims to review the learnt tenses so far and help students to be able to present some important and creative ideas about writing a school magazine.教学目标 To learn and understand the topic words through talking and listening.To know something about the pyramids and the Grand Canyon.To understand the conversation about starting a school magazine involving different tenses.知识与能力 1.Vocabulary and expressions: ancient, club, composition, pupil, meeting, call, event, listen up.That’s news to me.Anyone else? 2.To enable the Ss to express in different tenses according to the set situations.3.To learn to give ideas on writing a school magazine.过程与方法 1.Top-down approach, enabling Ss to understand and talk about writing a school magazine.2.To learn by listening, speaking and discussing.情感、态度 与价值观 To help students enlarge their vision on wonders of the world and help to know more about writing a school magazine of their own.教学过程
教学步骤 教师活动
学生活动
活动目的
Step 1 Lead-in Start the lesson by showing groups of pictures about the wonders of the world on the screen including the ancient pyramids.Ask students to talk about the picture on Page 2.T: Where can you see the pictures and the brief introduction probably?(Newspaper / the Internet / Magazine…)
T: Yes, magazines like Crazy English / National Geography…
Who started…? Learn the new vocabulary.(ancient, pyramid, review, wonder…)
Have a talk about the picture using the words in Activity 1.Learn a bit about magazines.Get the Ss to be attentive and focus on the theme of the lesson.(Magazine)Step 2 Listening & Vocabulary Play the tape and check the words.Listen to the tape again.Make up possible questions according to the answers.Give examples.Listen and check the words.Make up questions according to the given answers.(Wh-questions)Practise listening and get specific information.Check their understanding by making questions.三岔口初级中学英语电子教案
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Step 3.Listen & read Play the tape for the 1st time.Ask Ss questions.T: What are the children doing?
Is there a school magazine in
Da Ming’s school? the 1st time.Play the tape again and ask students to decide T OR F.① Crazy feet is a band.② Becky Wang started a school magazine.③ Da Ming watched the interview on TV yesterday ④ Tony is writing a composition.Listen more carefully for the 2nd time.Decide whether they are true or false.Check the answers with the class.Listen for the specific information and understand the details of the conversation.Step 4.Read Play the tape again and get Ss to practise the conversation.Check the language points.Focus on everyday English and useful expressions.(Listen up, Anyone else? do some review, do an interview, on=about, get better grades)Get Ss to make a list of the articles in magazines.Check the answers in Activity 4.Read the conversation aloud, and read in role.Answer the questions in Activity 4.Practise reading and go over how to give suggestions when in discussion.Learn more about writing a school magazine.Step 5.Pair work Go through the five questions and highlight the key words.Ask for more answers on Question 3.Ss take turns to answer the questions.Consolidate the key words and transit to the next step by Question 3.Step 6.Discussion Tell the Ss: If your school decides to start a magazine, what are you going to write about? And why? They can make up lists and take Activity 3 as an example.Report their discussion.Work out the lists and talk about their plans to write the magazine.Beginning: Our school will start a magazine.What articles are you going to write...Learn
to Listen to the tape and get the answers.Listen to get a general idea for discuss in the way as the children do.Check Ss’ creativity.作业 布置 Collect information about the seven wonders of the world.(Pictures and brief introductions)板书 设计 Unit 1 What is a wonder of the world?
school magazine
That’s news to me!
a wonder
What’s it about?
ancient pyramids
listen up
write a composition
Any more ideas?/ Anyone else?
do some reviews about…
on=about
do an interview with 三岔口初级中学英语电子教案
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Unit 2
Ｉwas on the edge of the Grand Canyon.上课教师 学生年级
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计 课型 教材 分析 Reading and writing By example this unit presents a good way to describe what one sees and feels after a journey.It can help students to know more about the Grand Canyon, and inspire Ss to love and explore the natural wonders.教学 目标 To get information from the reading material about the Grand Canyon;To learn the way of writing about what you see and your feelings when traveling;
知识与能力 1.Vocabulary and expressions: waterfall, stranger, rock, ground, canyon, reply, rise, face, get out of, look over, disappear into, look(across)to„light-dark, clear, huge, beside, below, at the bottom of, reach the top.„too„to„
2.To enable the Ss to express in different tenses according to the set situations.3.To love the wonders of the natural world and give facts and opinions.过程方法 1.Interactive approach.2.To improve Ss reading skills and get them to talk and practise writing by imitating.情感、态度与价值观 To help students enlarge their vision on wonders of the world and help to write a description of a wonder that they have seen or visited.教学过程
教学步骤 教师活动
学生活动
活动目的
Step 1 Lead-in Ask Ss to show information about the seven natural wonders.(The teacher can get the related pictures ready beforehand)Present words in Activity 1.Talk and give facts about the wonders.Encourage Ss to describe with the words given.Check up Ss’ homework and start the new topic.(Wonders)Step 2.Ask and answer Ask Ss to make questions about facts of the natural wonders.Demonstrate and get Ss to follow.Ask and answer.How tall/deep… is it? It’s…meters tall/deep.Practise asking about detailed information and learn the sentence pattern.三岔口初级中学英语电子教案
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Step 3.Read(Skimming)
Tell Ss to read the passage in Activity 2.Find out the name of the wonder and its facts.T: Where did the writer visit?
How deep/wide/long is it? Read the passage and answer the questions.Find out the facts and write them down in Activity 5.Practise reading skills and get specific information.Step 4 Read
and match Play the tape and get Ss to follow silently.Find out the main idea of each paragraph.Present the five topic sentences on the screen(Bb).A.The writer arrived there on the rainy
morning;B.The first impression/sight of the
Grand Canyon.C.The Grand Canyon is the greatest
wonder in his opinion.D.Details about the Grand Canyon.E.After minutes’ walk, he came to it.Ss follow the lines and match the topic sentences to the paragraphs.(or they can conclude the main idea by themselves if possible)Read for the main idea of each paragraph.Learn to sum up and help to understand the whole passage.Step 5 Read aloud Get Ss to read aloud after the tape and find the details about the trip.① When did he get to the Grand
Canyon? ② Why was there nothing to see? ③ Where was he facing on the edge of
the Grand Canyon? ④ How did he feel about the Canyon? Read aloud and answer questions in Activity 3.Ask for help if they have any problems.Practise reading and learn about the details, check their understanding.Step 6.Focus Now get Ss’ attention to those phrasal verbs and prepositional phrases.Try to check by a gap-filling exercise.(get out of, go through, look over, fall away, on the edge of, look down/across to, at the bottom of, 三岔口初级中学英语电子教案
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disappear into, ask oneself)Learn the verbs and phrases.Practising using them with the help of the gap-filling.Focus on the phrasal verbs and prepositions.Step 7.Match Activity 4 Ask Ss to find these words in the passage and guess their meaning within the sentence.Underline the words and match the English meaning.Practise guessing the meaning of words in the context.Step 8.Writing Tell Ss to imagine they have seen(some of them did see)one of the wonders of the world.Write sentences describing how they felt.Remind them of the four keywords: saw, size, happened, felt.First get them to work in pairs and then report the sentences or passage if possible.Write sentences according to the given beginning.Report their answers and try to make them
into a passage.Practise writing and using the language on the basis of imaging and personal experience.作业 布置 Finish writing the description of one of the wonders of the world, trying to collect some details and take the text as a model.板书 设计 Unit 2 I was on the edge of the Grand Canyon The seven natural wonders of the world How tall/wide/deep is it? It’s…tall/wide/tall.get out of
on the edge of
ask oneself go through
look down/across to
huge=very very big look over
at the bottom of
the greatest wonder fall away
disappear into
Unit 3 Language in use
上课教师
学生年级 教
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计 课型 Revision and application 教材 分析 This unit serves to give a review and summary towards the language points learnt in U1&.2.And it helps to clarify the exact differences among tenses.教学 三岔口初级中学英语电子教案
九年级
第 ５ 册
目标 To review and check the words learned in this module;To summarise and consolidate tenses learnt before;知识 与 能力 1.Vocabulary and expressions: height, lift, view, attract, description, location, design
2.To enable the Ss to differ the tenses learned in situations.3.To make a poster of a wonder of the world/ one’s hometown.过程
方法 1.Formal and interactive practice, task-based.2.Comprehensive ways of practising and consolidating.情感、态度与
价值观 To help students enlarge their vision on wonders of the world;To make a poster of a wonder of the world or his hometown and help to love one’s motherland.教学步骤 教师活动 学生活动 活动目的
教学过程
Step 1 Revision Ask Ss to watch and listen to the MV Chinese by Andy Lau.Get them to find out the wonder in it.Encourage Ss to describe what they see in it , e.g.The Great Wall is a great wonder.Andy Lau went to the Great Wall.He was singing on it.He has sung many popular songs.… Watch and talk about things appear in the MV.Learn to tell the differences among the tenses.Help to establish the concepts of tenses in situations.Step 2.Grammar focus 1.Read through the sentences in the box with the whole class.Call back ideas about the structure highlighted from the students.2.Give hand-out to Ss and ask them to match the exact meaning with the corresponding sentence.(Activity 1)Check the answers right after that.1.Read aloud the seven sentences.And tell the making-up of each tense.2.Read through the 5 pairs of sentences in different tenses and match.Practise telling the differences and meanings.Step 3.Writing
1.Go back to the picture of the Great Wall.Give examples by matching the three parts.The Great Wall + is + about 6,700 km long.Give Ss tips on how to decide.2.Encourage Ss to observe and decide the forms of verbs in different tenses.1.Observe the 三岔口初级中学英语电子教案
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subjects and the adverbial or even the phrasal verbs.Match the three parts to make possible sentences.2.Read through the uncompleted passage and try to give the correct forms of verbs in the situations.Learn to observe and practise language in different tenses.Step 4 Speaking 1.Show up the photo of visiting the Great Wall.Get Ss to ask the teacher questions in Activity 4.(Example)Get Ss to work in pairs, and ask and answer the questions.2.Present wonders in the local area.Get Ss to talk about them.1.Ss follow the teacher and make up their own conversations.Perform in front of the class.2.Learn the example in Activity 5 and make a similar introduction to the wonders in local area.Practise speaking and enable Ss to use the language and understand its meaning.Step 5 Vocabulary Game Present nine pictures about wonders of the world, each of which links an exercise in Activity 6/8.Get Ss to finish them first and check in forms of game.Elaborate on the Pyramids in Egypt.(More related photos)
Finish the multiple-choices exercises and choose the pictures they’re interested in to check the answers.With the help of games, Ss can review the phrasal verbs and concepts of tenses.Step 6.Listening Present the three photos in Activity 7 Ask about facts about any one of them.Play the tape for Ss to learn more.Listen and match the notes with the photos.Check the answers after listening and report about the three wonders with the help of the table.Learn more about the three wonders, practising describing.Step 7.Around the world Get Ss to look at the picture and read silently through the introduction.Give questions to check their understanding.Read and decide, trying to grasp the main information.Learn about another wonder of the world.Step 8.Module task Tell Ss to work in groups of 4.Read through the instructions.Help them to decide what to write about.Hold up a show-and-tell session where Ss can display and discuss.Work in groups of 4 and write about one wonder they like.Collect sufficient information and make the poster.Take part in the show-and-tell session.Take this task as an extensive learning activity to get Ss to learn more about the wonders.作业 布置 Finish off the poster after class and get ready for the show at the back wall of the classroom.Prepare the show-and-tell session in groups of four.三岔口初级中学英语电子教案
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第 ５ 册
板书 设计 Unit 3 Language in use
Structures of different tenses
ancient
The Great Wall is a wonder…
modern
wonders
Andy Lau went to the Great Wall.natural
He was singing on it
height—What’s the height of…?
We are listening to him now.on the journey of…
He has sung many pop songs.because / because of He will visit it some other day.Module 2 Great books
一、教学内容分析
本模块的话题是谈论书、作家、思想家、戏剧、电影、诗歌等。语法是一般现在时被动语态。
二、学情分析 谈论书、作家、思想家等是学生感兴趣的话题。本模块的学习是通过该话题的讨论，学习并掌握一般现在时被动语态的肯定句、否定句、一般疑问句和特殊疑问句。
三、教学目标
1、语言知识目标: ● 功能：谈论书、作家、思想家等。
● 词汇：1）能正确使用下列单词：work,influence,respect,wise,literature, behaviour,cave,freedom,funeral,social,theme,treasure,clever,dead，pleased, alive, southern, state.2)理解下列单词：thinker, monthly, outsider, version, historical，editor, publisher, reviewer.3）能准确理解并使用下列词组；as far as,not„any more,millions of，run away, grow up, talk about, be known as/for ● 语法：一般现在时被动语态。
2、语言技能目标
听：通过听进行单词和图片的配对。
说：谈论最喜欢的书、戏剧、诗歌和作家等。
读：能读懂对书、作家、思想家等作介绍的文章，能掌握从文章到表格 的信息转移。
写：写一本自己最喜欢的书。
3、情感目标：培养学生阅读的习惯，提高个人文化修养。
4、文化意识目标：了解中外著名的作家、思想家、诗人及他们的作品。三岔口初级中学英语电子教案
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四、教学重点、难点
重点：key vocabulary___work, influence,wise,clever,behaviour,dead,alive,treasure
theme, southern,as far as,not…any more,millions of,run away,grow up,talk
about, be known as/for 难点：被动语态的构成和用法，主动语态如何改为被动语态。
五、课时安排 第一课时：Unit 1 第二课时；Unit 2 第三课时：Unit 3 第四、五课时：Review and workbook
Unit 1 Confucius’ works are read by many people Teaching aims :Learn the use of present simple passive.Key points: work, influence, thought, wise, copy, as far as, not…any more, millions of, be known as/for Difficult sentences: Shakespeare’s works are seen by millions of people every year.Mark Twain was an important writer, but he isn’t known as a great thinker like Confucius.Step 1 Warming up& leading in 1.Ask the students some questions.Do you like reading books? What’s your favourite book？Who’s your favourite writer?
2.Show three pictures about Confucius, Shakespeare and Mark Twain.Let them guess who they are.Can you say something about them? Teach the words : work, influence, play, poem, respect, thinker, thought, wise, writer.Confucius: He was a great thinker in China.He is known for his wise thought.We are
still influenced by his thought.He is respected by us.Shakespeare: He was a writer of plays and poems.Some of his most famous plays are Hamlet and Romeo and Juliet.He was born in 1564 in England.His plays are seen by millions of people every year.Mark Twain: He was a famous American writer.He wrote a lot of stories.His books are still popular.For example ,The Adventures of Tom Sawyer.3.Do Activity 5.Complete the sentences with the correct form of the words.Step 2 Listening(Act.1&2)1.First read the words in the box.Then match the words in the box with the people in the pictures.(Act.1)2.Listen and check your answer to Act.1.(Act.2)step 3 Listening and reading(Act.3、4)1.Listen and answer.Where are the speakers? What are they talking about? 三岔口初级中学英语电子教案
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第 ５ 册.Read and answer the questions.(Act.4)3.Everyday English and language points.What’s up? Go on!Sounds like a good idea.as far as, not …any more, millions of ,be known as/for 4.Read the conversation in two groups.Step 4 Grammar practice 1.Underline the sentences in the conversation that have the pattern of passive voice.2.Read the sentences aloud.3.Do WB Exercise 1 on p116 Step 5 Speaking and writing 1.Do Act.8 Work in groups of three and look at the opinions in the table.Report ideas of your group to the whole class.2.Do Act.6 Talk about your favourite play/poem/thinker/writer/story.Homework 1.write your favourite play/poem/thinker/writer/story.2.Listen and read the conversation.3.Search the internet about the book called The Adventures of Tom Sawyer.Unit 2 It’s still read and loved
Teaching aims practice reading skills.Try to write a passage about your favourite great book.Key points run away, get lost, be surprised/pleased to do ,grow up, do with, die/dead/death Difficult sentences 1.The themes of the story are to do with children growing up and becoming more serious 2.It’s thought to be one of the greatest books.Step 1 Warming up & leading in 1.Read the conversation you learned yesterday with your partner.Then answer the questions according to the conversation.What did Betty suggest at the end of the conversation in Unit 1? What’s Mr.Jackson’s favourite book?
2.Ask the students if they have read the book before.What happens in the book? What are the main ideas of the book? Show some pictures of the book and tell the story..Teach the new words: behaviour, cave,freedom,funeral,outsider,pretty,social,theme，treasure, nineteen century Step 2 Reading 1.Read the passage quickly and answer the questions.Where can you read the passage? Why does Mr.Jackson like the book? 2.Read the passage again and complete the table with the information about it.(Act.3)3.Read and answer the questions.(Act.4)Step 3 Read aloud and language points
1.Play the tape for the students to listen and read.2.Get the students to read each paragraph and discuss the useful words and expressions.run away, get lost, be surprised/pleased to do ,grow up, do with, die/dead/death
It’s thought to be one of the greatest books.Step 4 Writing 三岔口初级中学英语电子教案
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1.Work in pairs.Would you like to read The Adventures of Tom Sawyer ? Why/ Why not? 2.Think of your favourite great book you have read.Complete the table in Act.3 3.Write a passage about your favourite great book.My favourite great book is Harry Potter and the Philosopher’s Stone by J.K.Rowling.It’s a story about a young boy… Home work 1.Listen to the tape and practice reading the passage aloud.2.Write a passage about your favourite great book.Unit 3 Language in use Teaching aims Language practice Key points Seeing a play is more interesting than seeing a film.First…then…,next…,after that…,finally… Difficult points The use of passive voice.Step1 Revision 1.Read the passage in Unit 2 2.Show the passage about your favourite great book.Step 2 Vocabulary(Act.5&8)1.Read through the words or phrases in the box with the whole class.2.Ask the students to complete the passages, then check them.Step 3 Grammar 1.Ask the students to read the sentences in the box.2.Grammar teaching The teacher helps students understand the passive voice 1)被动语态的构成：be +过去分词
时态在be 体现：am /is /are +done, was / were + done, have/has been +done 被动语态的句型：
肯定句：主语+be +过去分词+（by ~）
否定句：主语+be not +过去分词+（by ~）一般疑问句：Be+主语+过去分词+（by ~）
特殊疑问句：特殊疑问词+ be+主语+过去分词+（by ~）
2)被动语态的用法：
I.要表达“被„”、”受„”、“遭„”、“让„”之类的语义。如： 教师很受尊敬—The teachers are well respected.II.强调动作承受者。如：
他远近闻名—He is known far and wide.III.不知道或没有必要指出动作的执行者。如：
房子每天都有人打扫__The room is cleaned every day.3)主动语态如何改为被动语态：
Children
love
these songs
主动语态 三岔口初级中学英语电子教案
九年级
第 ５ 册
These songs
are loved
by children
被动语态 3．Practice Do Act.1,2,3,4 and WB P117 Ex.4&5 Step 4 Listening and speaking(Act.6&7)1.Ask the students to go through the table.2.Listen and check the statements about Betty and Daming agree with.3.Work in pairs.Ask and say which statements you agree with, and why._ __Do you think that modern books are great books? __Yes, I do.I think …/No, I don’t.I think…
Step 5 Reading
Read ―Around the world ‖ on P17 and answer the questions.When and where did Plato live? What was he? Where did he travel? What did he do when he returned to Athens? What are his works called? Step 6 Module task Discussion: Are we more influenced by films than by books? 1.Decide on your point of view.2.Think of some examples of films or books you have seen or read.How did they influence you? Homework: 1.Do Ex.2&3 on WB P116 2.Revise Module 2
Review of Module 7 and workbook Step 1 Revision 1.Revise the words and expressions you learned in the module.2.Do self-assessment on P119.3.Do Ex 6,7,8 to check their vocabulary.Step 2 Listening and pronunciation.1.Listen and check the true sentences.(Ex 9 on P118)2.Listen and repeat.(Ex 10 on P118)Step 3 Reading 1.Read and answer the questions.(Ex 11 on P118)2.Listen and read it again.Let the students ask more questions about Dickens.Then answer them.Step 4 Grammar 1.Check Ex 2&3 on P116 to revise the passive voice.2.Do some more exercises about it.Module 3 Sporting life
一、教材内容分析：
本模块以体育运动及奥运会为话题，通过谈论BIG与HAS间的前一次和下一次篮球比三岔口初级中学英语电子教案
九年级
第 ５ 册
赛（Unit 1），介绍刘翔的成长历程（Unit 2）及奥运会（Unit 3）展开教学。要求掌握一般过去时和一般将来时的被动语态；学习与体育运动相关的词汇及日常用语等。通过学习，放眼时事，体会体育明星光环背后所付出的勤奋与努力。
二、学情分析：
本模块围绕篮球等体育运动及奥运会而展开，又正直北京奥运会倒计时之际。相信学生对此内容会颇感兴趣。同时介绍了刘翔的成长历程，联系现实，阐明体育竞技的伟大及体育训练的艰辛，努力是将来成功的基石。
被动语态共分三个模块讲授，本模块第二次涉及这一内容，可谓承上启下。要求学生在熟练运用各种时态的基础上，将时态与语态相结合，需反复操练。在巩固一般现在时的被动语态的基础上学习一般过去时和一般将来时的被动语态，并为学习现在完成时和情态动词的被动语态作好铺垫。
三、教学目标:
语言知识目标:(1)词汇：allow/defeat/stand for/against/tough/encourage/medal/record/set up/ first of all/represent/advertisement/coach/regularly/race(2)日常用语：You’ve got no chance!/What do you reckon?/Don’t let them get to you!/Nice work!(3)语法：一般过去时与一般将来时的被动语态。
(4)话题：讨论有关体育运动与奥运会的话题以及体育明星的成长历程。
语言技能目标：
听：通过对话与课文等的听力训练，理解简单的体育运动信息。
说：通过对文本等的学习，辅以问答及讨论等形式反复操练，学会简单讲述某名人的成长历程。
读：提高阅读能力，掌握文本精髓。
写：作一份关于班级内同学参加体育运动或观看体育比赛的调查报告。写一篇关于体育明星成长历程的简单报道。情感态度目标：
通过学习，加强团队合作精神的培养，调动学生良性竞争的意识及英语学习的积极性。了解有关体育运动和竞技比赛的要素；了解奥运会特别是即将举行的北京2008年奥运会的相关信息；了解当代体育明星成功的奋斗历程，用理性的思维体会成功背后的艰辛与努力，指导青少年学生的个人成长。
四、教学重点及难点：
(一)掌握与体育运动等相关的词汇、句型及日常用语。
(二)掌握一般过去时与一般将来时被动语态的运用。通过各种题型的反复操练，掌握其与一般现在时的被动语态的不同用法。
(三)简单撰写某体育明星的一段成长经历或成功史。
五、课时安排： Period 1: Unit 1 Period 2: Unit 1-2 Period 3: Unit 2 Period 4: Unit 3 Period 5: Unit 3 Unit 1 When will the match be held? ⅠTeaching model Listening and speaking 三岔口初级中学英语电子教案
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ⅡTeaching method Communicative approach ⅢTeaching aims Key words: allow, defeat, train, tough, chance, reckon, mad Key Phrases: stand for, get to Everyday English: a tough match You’ve got no chance!What do you reckon? Don’t let them get to you!
Nice work!ⅣTeaching aids Tape recorder, OHP, pictures, handouts ⅤTeaching Steps Step1 Warming-up and listening
1.Look at the pictures and talk something about sports.2.Look at the photos and describe them.You can use some of the words in the box to help you.3.Listen and check the words you hear in Activity 2.Step 2 Listen and read 1.Listen to the tape carefully.2.Ask the students to read through the conversation individually.3.Play the tape and have them read and follow.4.Act it out.5.Learn Everyday English.Step 3 Do Exercises 1.Complete the table in Activity 4.2.Listen again and check.3.Complete the sentences in Activity 5.Step 4 Work in pairs
Read the sentences from the conversation.Say who the underlined words refer to in Activity 6.Step 5 Explain the important and difficult points
Don’t let them get to you, Tony!不要让他们影响你,托尼!
get to sb.意思是to make someone feel upset or angry,即“让某人感到烦恼,困扰”。如: The heat was beginning to get to me so I went indoors.天气很热,让我开始感到烦躁,所以我回到了屋内。
The smell of her old book really gets to me after a while!过了一会儿,她的旧书散发出的气味实在让我不舒服。
Step 6 Pronunciation and speaking 1.Listen and repeat.Make sure you pause between each sense group in Activity 7.2.Say the sentence in Activity 8.3.Work in pairs.Talk about your favourite sports team or sports star this season.Step 7 Homework Finish the exercises in the workbook Ex.1, 2, 3, 4&5.Unit 2 Liu Xiang was trained for gold.ⅠTeaching model Reading and writing ⅡTeaching method Bottom-up approach ⅢTeaching aims 三岔口初级中学英语电子教案
九年级
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Key vocabulary : encourage , medal , set , set up , yearbook , represent , advertisement , coach , sportsman , overnight , skill , hurdling , sportswoman , race Grammar : 一般过去时和一般将来时的被动语态 ⅣTeaching aids OHP, tape recorder ⅤTeaching Steps Step 1 Warming-up 1.Guessing game: The Chinese champions in the Olympic Games.2.Talk something about Liu Xiang.3.Show some pictures.Look at the pictures and the title of the passage.Say what you know about Liu Xiang and how he became a sporting hero.4.Introduce the new words.Step 2 Reading 1.Read the passage in Activity 2.2.Play the tape and have them read and follow.3.Read the passage again.Step 3 Do exercises 1.Read the passage and choose the sentence which best expresses the main idea.Liu Xiang____.a)was helped by his sports school to become a gold medal winner b)will be encouraged to be a star and not a sporting hero c)has trained for many years , and will continue to win medals 2.Complete the time line with the notes in Activity 3.3.Answer the questions in Activity 4.1)As a symbol, what does Liu Xiang represent? 2)Why isn’t Liu Xiang an overnight success? 3)What was Liu Xiang advised to do in 1998? 4)What was the special programme set up in 2001? 5)What will he be encouraged to do in the future? Step 4 Explain the important and difficult points
1.And now that he's well known all over the world, Liu Xiang will also be asked to appear in advertisements and films, and even to record music.现在由于刘翔已经世界闻名了,他还会被邀请做广告,拍电影,甚至录唱片。
now that 常常用为一种新的情况或状况做出解释,表示“既然；由于”。如: Now that Mr Liu has arrived , we can begin our meeting.既然刘先生已经到了,我们就开会吧。2.Liu was encouraged at first to train as a high jumper.起初,教练支持刘翔练跳高。
encourage sb.to do sth.表示“鼓励某人做某事”。在本句中,encourage一词用于被动语态,表示刘翔是“被鼓励”去某事,而不是他“鼓励”别的人去做某事。如: Ms Wang always encourages us to speak English in class.王老师总是鼓励我们课
上讲英语。
We were encouraged to learn foreign languages at school.学校鼓励我们学习外语。3.It was set up in 2001 to help young sportsmen and sportswomen.它(特殊项目)建立于2001年,用来帮助年轻运动员。
set up表示“建立,设立;创办(组织,企业);制定(计划等)如:
She plans to set up her own business.她计划企业办自己的企业。三岔口初级中学英语电子教案
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We need to set a meeting to discuss the plan.我们需要开个会来讨论这个计划。4.Grammar : 一般过去时和一般将来时的被动语态
英语的语态是通过动词形式的变化表现出来的。英语中有两种语态：主动语 态和被动语态。主动语态表示主语是动作的执行者。例如： Many people speak Chinese.谓语：speak的动作是由主语many people来执行的。
被动语态表示主语是动作的接受者，即行为动作的对象。例如： Chinese is spoken by many people.主语Chinese是动词speak的接受者。1)一般过去时的被动语态构成： was/were＋p.p.（过去分词）eg: Liu Xiang was helped by a special programme.Liu Xiang’s races were recorded.2)一般将来的被动语态构成： shall/will be＋p.p.（过去分词）eg: Liu Xiang will be encouraged to go for more medals for China.Will he be encouraged to spend more time away from sport? 5.Learning to learn Step 5 Writing 1.Rewrite the notes in Activity 3 in full sentences.2.Look at the sentences in Activity 6.A special programme helped Liu Xiang.Liu Xiang was helped by a special programme.His skill at hurdling was noticed by his coach Sun Haiping.His coach Sun Haiping noticed his skill at hurdling.3.Write sentences about Zhang Yining's training.4.Join the sentences you wrote in Activity 6 to write a paragraph about Zhang Yining.Use and, although and because.Step6 Homework Finish the exercises in the workbook Ex.6, 7, 8&9.Unit 3 Language in use ⅠTeaching model Revision and application ⅡTeaching method
Formal and interactive practice ⅢTeaching aims 1.Key vocabulary: finishing line, award, marathon, Italian, turn, so far, champion, taekwondo, belt
2.Grammar : 一般过去时和一般将来时的被动语态 ⅣTeaching aids Tape recorder, OHP, handouts ⅤTeaching Steps Step 1 Revision Review the text of Unit 2 Step 2 Language practice 三岔口初级中学英语电子教案
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1.Read through the example sentences in the box with the whole class.2.Grammar : 小结一般过去时和一般将来时的被动语态 Step 3 Work in pairs.1.Ask and answer the questions in Activity 1.2.Complete the passage with the correct form of the words in Activity 2.3.Look at the pictures and put them in the correct order in Activity 3.Step 4 Do exercises 1.Complete the conversation with the correct form of the words in the box in Activity 4.2.Choose the best answer in Activity 5.3.Listening:
1)Listen and check the true statements in Activity 6.2)Listen again and choose the correct answer in Activity 7.4.Put the sentences in the correct order to complete the conversation in Activity 8.Step 5 Around the world: The Paralympics Games Step 6 Module task: Module task: Making a class sports survey
1.Work in groups.Write questions to find out about the sport people like to watch and do.* What sports do you like?
* How often...?
* Do you like to...or...? 2.Carry out your survey.* Ask as many students as you can to answer your questions.3.Write the results of your survey.1)Say how many students you asked the questions were.We asked...student ―What...?‖
2)Compare their answers.… students said...and...students said...Step 7 Homework Finish the exercises in the workbook Ex.10, 11, 12&13.Module 4 Great inventions
Unit 1 Paper and printing have been used for ages 教 学 目 标
德育目标:To know something about the history of paper inventing 知识目标:To get information about the history of paper inventing from the conversation 能力目标:To talk about the advantages of some inventions To practise the passive voice of the future tense, perfect tense and modal verbs.重点 Vocabulary advantage, battery , borrow , camera, charge lend look after, online, photo, promise, same, turn off, turn on 难点
the passive voice of the future tense, perfect tense, and modal verbs.三岔口初级中学英语电子教案
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课型
Listening and speaking 教法
PWP approach Teaching Procedures: Step one: Revision 1)Talk about some great invention, recall the words of inventions: TV, computer, watch, radios, camera, digital camera, photo, mobile phone, internet.Teach: online magazine 2)Recall what we have learned in the last Module Step two: Listening and vocabulary
1.Talking: What's the advantage of an online magazine 2.Listen and check the words
3.Listen and read ⑴ Play the tape to let the Students get the answer: Can the digital camera be borrowed from Tony's Dad
⑵Do Activity 4.Get the students to show their answers.⑶Listen and repeat.Notes:Everyday English Can I ask a favour 帮忙,赏光 Anyway„谈点别的,另外 Here it is.给你,在这儿 It doesn't matter.没关系
I'll see to that.我会处理的.Is that clear 清楚吗 懂了吗 Promise!我一定!language Points
1)Paper and printing have been used for ages.for ages----for(many)years好多年了.类似短语: for hours/ days/months 等.2)The battery hasn't been charged for a couple of months.a couple of---several 几个
3)I'll see to it.我来处理.see to sb./ sth.= look after, deal with ”处理, 照顾, 关照“ 4.)You must promise that it won't be….promise to do/ that..= make a promise to do/that 答应, 许诺作某事 Promise!= I promise to do that.我答应!5)turn on----打开 turn off----关闭 turn up-----开大 turn down---关小
eg.Don't forget to ___________the light when you leave the room.Please ___________the TV, the football is beginning.Would you please ________it ______ a little I can't hear it clearly.The baby is sleeping.Please _____________ the radio a little.4.Read the summary of the conversation.Underline the wrong information 5.Answer the questions Ask Ss to say their answers and check them together.6.Find the sentences in the conversation which mean Grammar Points
Will(won't_)+ be +动词的过去分词为一般将来时的被动语态 三岔口初级中学英语电子教案
九年级
第 ５ 册
have/has(not)been + 动词的过去分词为现在完成时的被动语态 情态动词+ be + 动词的过去分词为情态动词的被动语态 Summary: 各种时态的被动语态构成 一般现在时:S+ am/is /are + done 一般过去时:S+ was/were + done 一般将来时:S+ will + be + done
情态动词:S+can/may/must/should+be+done 现在进行时: S+ am/ is/ are + being+ done 过去进行时: S+ was/were + being+ done 现在完成时:S+ have/has + been+ done Pronunciation and Speaking Listen to the sentences and repeat.Homework: Finish work book 1-3 附加练习: 中英互译: I'll see to that._______________ 帮个忙________________ Promise.________________ 照相________________ look after________________ 好几个________________ turn off________________ 几年________________ Here it is.________________ 由„.代替________________ 改为被动语态句子
1.They have published two issues of this magazine.2.Betty has kept my watch for two days.3.I'll charge the battery for your MP3 players.4.I could not find my bag anywhere.课题
Module 4 Great Inventions
Unit 2 Books could be produced more quickly and cheaply.教 学 目 标
德育目标:To research science and love science 知识目标: To understand passages involving present perfect perfect tense 能力目标:To learn a reading skill-----Scanning To know the history about paper inventing 重点
Vocabulary Create, produce, ink, against, knowledge, spread, introduction, receive, 难点
Phrase:made of, at a time, by hand, at the beginning of, in a way, rather than, one day 课型
Reading and writing 教法
PWP approach Teaching Procedures: 三岔口初级中学英语电子教案
九年级
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Step I: Revision Have/has been + done This book/ discuss/ on telephone It/ buy/by thousands of people Children/tell to read this book The book/ print/ again and again Other books /write /about this book Must/can/may be done 1.a)All students must read this book.b)This book _____________by all students.2.a)Everyone can understand his ideas.b)His ideas ________________by everyone.3.a)I could not fine her books anywhere.b)Her books ________________anywhere.4.a)For a long time, many people could not use computers.b)Computers__________________by many 5.a)We can do the work now if you want.b)The work _____________now if you want.6.a)You must not take these magazines from the library.b)These magazines _________________from the library.Reading and vocabulary 1.Talk in pairs What are the advantages of both book and computers Can books be replaced by computers
2.Read and get the main ideas of the paragraphs P1 c.Life on paper and in print P2 a.The world before books P3.b.The invention of printing P4.d.Technology and books
P5.e.Can books be replaced by computers Language Points
1.looks through 浏览,温习2.with– without 带有„ / 没有„
3.be made of----be made from---be made up of---be made in------be made by— be made into –--4.write words on--make a book--in those days--at a time--by hand---as a result----5.put„ against 将„放进/刻进 hold„ against 将„贴到
6.at the beginning of 在„初/ 开始时 7.after that 然后,之后 in a way 以„方式
8.compare„.with„.与„.相比 , 与„.相媲美
9.rather than 胜过,而不愿 prefer to do„ rather than do„ 情愿„而不..be replaced by 被„.所替代 be read online 在网上阅读
3.Make notes to complete the timeline.三岔口初级中学英语电子教案
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4.Answer the questions 1.Why were books expensive and rare before the invention of printing 2.Why did ideas spread more quickly when books became cheaper 3.What can we use instead of books to get information Homework
Finish the workbook exercises 课题
Module 4 Great Inventions Unit 3 Language practice 教学目标
德育目标:To know about some great inventions 知识目标: To practice the use of passive voice 能力目标:To complete a task about ”How to improve inventions“ 重点
被动语态: 情态动词的被动语态: 情态动词(not)+ be +过去分词 现在完成时—— have/has +been+动词的过去分词 难点
情态动词的被动语态: 情态动词(not)+ be +过去分词 现在完成时—— have/has +been+动词的过去分词 课型
Revision and application 教法
Formal and interactive practices Part I: Revision Language practice 现在完成时的被动语态: have/has(not)been +过去分词 情态动词的被动语态: 情态动词(not)+ be +过去分词 Conclusion
被动语态的构成:be +动词的过去分词
一般现在时—— am/is / are +动词的过去分词
一般过去时—— was/were +动词的过去分词
情态动词—— aux.v.(must/can/could/may„)+ be +动词的过去分词 现在进行时—— be(am,is,are)+being +动词的过去分词 一般将来时—— will be/be going to be +动词的过去分词 现在完成时—— have/has +been+动词的过去分词 主动语态改成被动语态的步骤及注意事项 1.主动语态的宾语改成被动语态的主语.2.主动语态的谓语动词改成被动语态的谓语动词.do----be done 3.注意保持时态和人称的一致.4.带双宾的谓语动词有两种改法.当把直接宾语改成主语时,谓语动词后必须加适当的介词: to / for.如:give--be given to 此类动词还有:pass show send„
再如:buy---be bought for此类动词还有:make draw cook mend„
5.一些动词不定式在主动语态中省略to作宾语补足语,改成被动语态时,to必须还原.三岔口初级中学英语电子教案
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注:1.不及物动词(vi.)不用被动语态.如:happen,take place ,appear disappear„没有被动形式.**几种特殊结构
1.My uncle gave me a gift on my birthday.----I was given a gift on my birthday.A gift was given to me on my birthday.2.We often hear him play the guitar.He is often heard to play the guitar 注意:see, watch, hear, notice, feel, make, listen to, look at等动词/短语后作宾语补语的不定式都不带to;但改成被动语态后必须带to.Part II: Language Practice Read though the sentences with the students and talk about the highlighted structures.Exercises: Activities 1~8 Finish the exx with the students according to the highlighted words of every activity.Check the answers.Homework: Finish off the workbook exercises
Module 5 Museums
The Teaching Plan for Unit1 You mustn't touch it!Topic You mustn't touch it!Type of lesson New lesson Period(s)Two
Teaching Aims Ⅰ.Aims of basic knowledge: To know something about the signs around you and obey the rules.Ⅱ.Aims of emotion: More interests and better attitude to learn English.Ⅲ.Learning abilities & strategies: To talk about the signs with ”mustn't, can't, Don't… No….“ And Word Formation--Compound words Ⅳ.Aims of culture: To get information about the signs Teaching Aids Tape, recorder, pictures, exercise paper, small blackboard Strategies for teaching difficulties 三岔口初级中学英语电子教案
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&
key points Teaching difficulties & key points: 1.The new words and phrases.2.The listening material of Activity 3.Special Strategies: 1.Give some time to the students to remember the new words.2.Talk something related with listening material before listening.Personal adjustment Teaching procedure Teaching
Procedure Step1: Greeting and revision have/has been + 过去分词;情态动词+be+过去分词 Step2: Talking: The signs around you(draw some pictures on the blackboard about sighs, ask students to guess)Step3: Listening and vocabulary 1.Match the pictures with the phrases 2.Listen and underline the correct word in each sentence 1)Read the words together and try to understand their meanings.2)Listen and check.3.Listen and read 1)Close the book and listen to the tape, then answer the question: What are they doing 2)Check the answer and listen again then finish part 5.3)Ask some students to check the answers.4)Listen and repeat.Language points: 1)look forward to 与pay attention to 中的to都是介词,后面应跟名词,代词或动名词,如: I'm looking forward to meeting you.You must pay attention to the spelling in your writing.2)Hang on a minute!等一下!3)on one's own 单独的 4)take a photo 拍张照片
5)against 反对 be against doing sth.反对做某事
6)几种表示禁止的表达方式: Don't+动词原形 No+名词/动名词 can't mustn't be not allowed to 7)No, you can't take a photo, either.Either在此用作副词,要与否定词连用,意思是”也不“.如, I don't like coffee either.我也不喜欢咖啡.Step 4: Pronunciation and speaking 1.Listen and repeat.2.Pairwork: Talk about the rules you can or can't do in libraries or museums.Homework 三岔口初级中学英语电子教案
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Copy the new words and recite the useful phrases.Blackboard Writing Design Language points and exercises: 完成句子.1.禁止喧哗,它违反规定.No shouting!It's against the rules.2.好,让我们下楼吧!Well, let's go downstairs.3.不要碰,禁止你碰它.Don't touch!You mustn't touch it.4.不,你也不能拍照.No, you can't take a photo, either.5.赶快!否则我们将迟到了.Hurry up, or we'll be late for school.Self-reflection The Teaching Plan for Unit2 There's no shouting and no running.Designed by: Yang Lijian Date: Sep.29 Topic Type of lesson New lesson Period(s)Two Teaching Aims Ⅰ.Aims of basic knowledge: 1.To know something about the Science Museum in London.2.Useful important phrases.Ⅱ.Aims of emotion: More interests about the Science Museum.Ⅲ.Learning abilities & strategies: 1.To get information about the Science Museum in London.2.To understand passages involving Compound word.Ⅳ.Aims of culture: To get information about the Science Museum in London.Teaching Aids Tape, recorder, pictures, exercise paper, small blackboard Strategies for teaching difficulties &
key points Teaching difficulties & key points: Phrases and Compound word.Special Strategies: Give some time to the students to remember the new words.Personal adjustment Teaching 三岔口初级中学英语电子教案
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procedure Teaching Procedure Step1 Revision
Use ”mustn't, can't, Don't No.“ to make more sentences about the rules for museums or libraries.(Tips: game or competition.)Step2 Reading and vocabulary 1.Read the words and talk about the pictures.2.Read the passage and answer the questions.3.Check the answers and listen to the tape.4.Complete the table and check 5.Language points: 1)allow doing sth.允许做某事.如, They don't allow smoking in the museum.他们不允许在博物馆吸烟.allow sb.to do sth.允许某人做某事.如, My parents don't allow me to read in the bed.我父母不允许我躺在床上看书.be allowed to do sth.被允许做某事.如, Students are not allowed to smoke.学生们不准吸烟.2)work out 计算出 3)try out 检验,试用
4)fill„with„ 用......填充......She filled the bottle with water.她用水装满了瓶子.区别:be filled with 表示”充满“,强调动作;be full of 表示”装满,盛满“,表示状态.Hs heart was filled with gratitude.他内心充满了感激之情.The basket was full of flowers.篮子里盛满了花.5)compare„with 与......作比较
6)drop in 顺便走访,也可用于drop in on sb.顺便走访某人.7)Above all ”首先,最重要的是“ 8)as long as so/as+adj./adv.+as 像......一样
Step 3 Writing Complete the passage then check the answers.Homework
Finish the workbook exercises.Blackboard Writing Design Language points and exercises: 单项选择.1.A: Hellow!Would you like to go to the cinema with me tonight B: I'm sorry, I can't.Father won't B me to go out in the evening.A.let B.allow C.offer D.help 2.We won't allow C n museum.But you are allowed _____ in the rest room.A.smoking;smoking B.smoke;smoking C.smoking;to smoke D.to smoke;to smoke 3.Be careful!The bowl C hot water.三岔口初级中学英语电子教案
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A.full of B.fill with C.is filled with D.is fulled of Self-reflection The Teaching Plan for Module5/Unit3 Language in use Topic Type of lesson Revision Period(s)Two Teaching Aims Ⅰ.Aims of basic knowledge: 1.Master the key words and structure.2.To practice the use of Compound word.Ⅱ.Aims of emotion: Talk about you can or can't do something Ⅲ.Learning abilities & strategies: 1.To talk about the rules with ”mustn't, can't, Don't… No….“ Ⅳ.Aims of culture: To get information about the Science Museum in London.Teaching Aids Tape, recorder, pictures, exercise paper, small blackboard.Strategies for teaching difficulties &
key points Teaching difficulties & key points: Use the structure ”allow or not allow doing sth.“ To explain the rules.Special Strategies: Give some time to the students to remember the structures.Personal adjustment Teaching procedure Teaching Procedure Step 1: Revision 1.Finish part 1 and 2.2.Check the answers and read the sentences in language practice.3.Review:
1)No+v.-ing!如: No smoking!不许吸烟!No joking!不要开玩笑!2)祈使句 三岔口初级中学英语电子教案
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否定的祈使句同样可以用来表示”禁止“.如: Don't shout.不要喊叫.Don't make any noise.不要吵闹.3)You mustn't…
情态动词mustn't 可以表达”禁止“的概念.如: You mustn't take photographs of the exhibits in museums.博物馆中不得给展品拍照.You mustn't tell it to anyone.你决不可以告诉任何人.4)You can't…
can't 可以表示”能力“,”可能性“,也可以表示”不允许“.因此可以用来制止某人做某事.如: In most museums you can't make any noise.在大多数博物馆里不能吵闹.5)You aren't allowed to…
本句型用来制止对方做某事.如: You are not allowed to touch the exhibits.不要触摸展品.Step 2 Finish the all exercises then check it.Step 3 Compound words(见书本P179)Exercises: Make new words using the words in Box A and Box B.A
bed class down home post up wet B card room site stairs work mate load sick Homework Finish off the workbook exercises Review the language points in this module.Blackboard Writing Design 1)No+v.-ing!2)祈使句
否定的祈使句同样可以用来表示”禁止“.如: Don't shout.不要喊叫.3)You mustn't… 4)You can't…
can't 可以表示”能力“,”可能性“,也可以表示”不允许“.因此可以用来制止某人做某事.5)You aren't allowed to… Self-reflection
Module 6 Save our world 教案设计 三岔口初级中学英语电子教案
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一、教材内容分析
本模块以杜绝浪费，保护环境，拯救地球为话题，让学生在了解地球危机重重的基础上，通过活动，考虑我们学生应怎样从生活细节中采取措施来保护环境，保护地球，进而培养学生的忧患意识和主人翁意识。讨论话题源于周围环境，贴近生活，便于开展活动。教学中应结合学生实际情况，灵活调整教学内容，合理设置课时。适当进行拓展，以丰富学生知识，拓展学生视野，进行理想、人生责任的教育。
二、学情分析
通过两年的学习，学生已能用英语熟练地表达自己的看法和意见。本模块的话题是环境、资源，这是学生很熟悉也较感兴趣的话题, 但同时对学生的知识储备要求较高。首先要求学生通过多种途径了解地球环境、资源的现状。其次在教师预设的任务中，要使学生有话可说，但是这个话题涉及较多的知识，学生掌握的难度较大, 如果材料处理不当，会导致学生有话想说，却无法用英语表达的尴尬场面。因此在具体安排教学内容时，可由简到难，适当降低难度与要求，让学生更好地运用课本知识，达到提高综合运用语言能力的目的。
三、教学目标
1.语言知识目标 词汇 waste、energy、pollution、recvcle、reusable、reduce、reuse、repair、environmental、hopeless、necessary、plastic、sort、harm、material 词组句型 instead of、do harm to、make a difference to、It’s+adj+to、stop from 语法 前缀、后缀构词法 功能 话题 表达如何杜绝浪费，保护环境，拯救地球
以了解地球危机重重为基础，讨论如何拯救地球为话题
2．语言技能目标
听 听懂有关不同保护环境方法的对话，提高学生实际应用能力
说 能用本模块的生词、短语开展对话、讨论，介绍各自生活中保护环境的方法
读 了解地球环境的现状, 通过阅读掌握reduce，reuse，recycle的含义和重要性，进行简单的阅读技能训练
写 1．能用核心词汇写出简短的、表达观点的句子
2．能写出生存现状和保护措施，形成完整的计划性文章
演示与表达 能向全班做有关生存现状和保护措施的发言与展示
3．学习策略目标
通过合作讨论、游戏、竞赛等多种活动形式，实现在用中学，学而能用的原则。
认知策略 调控策略 联系，归纳，推测等技能。
从同伴处得到反馈，对自己在叙述及作文中的错误进行修改。
交际策略 学习运用恰当句子表达自己的观点。资源策略 能利用多种途径及学习资源查找信息，用所学内容进行真实交际。自学策略 能借助词汇图掌握单词，形成话题联想的习惯，培养学生的阅读能力技巧。合作学习策略 关心周围的生存现状和保护措施, 交流并分享各自的观点并形成最终观点。
4．文化意识目标 三岔口初级中学英语电子教案
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引导学生关注社会，关注身边的事和人，关心周围的生存现状和保护措施，对学生进行环保意识的渗透。同时让他们了解保护环境离我们很近，身边有许多机会，进而培养学生的忧患意识和主人翁意识和关爱地球之心。
5．情感态度目标
（1）通过开展生动活泼的教学活动，激发学生的兴趣。
（2）培养学生热爱生活、热爱自然界，培养保护环境的意识和关爱地球之心。同时也积极鼓励学生参与社会实践活动。
（3）引导学生与他人合作，相互帮助，共同完成学习任务，尽情享受学习的乐趣。
四、重点难点
1.教学重点
重点话题：How to be green 2.教学难点
（1）前缀、后缀构词法及其积累
（2）能用恰当地道的英语表达对保护环境的看法。3．突破途径
以话题为核心，通过个人思考、小组及班级活动等不同途径，在听、说、读、写中使单词及句型以不同的形式反复出现，在足够的输入中，达成有效的语言输出。
五、教材处理
1、任务
核心任务：能够运用所学句型结构向不同的朋友交流自己关于保护环境的看法。三个环节如下：
pre-task：学生通过多种途径了解有关环保的知识，激活背景知识。
Task-cycle：通过整个模块的听说读写的训练，强化“地球现状和保护环境的途径”的表达能力，为完成核心任务做好铺垫。
post-task：达成任务，展示成果，自我评价，反馈学习情况。
2、课时安排
Period One: Unit 1 It’s wasteful to throw away paper and metal.Period Two: Unit 2 Remember three words: Reduce, reuse and recycle.Period Three: Unit 3 Language in use(1)Period Four: Unit 3 Language in use(2)
六、教学设计
Period One: Unit 1 It’s wasteful to throw away paper and metal.Step 1: Warming-up According to the words, let the students say something about our world and describe it.设计意图: 从学生所了解的世界入手，利用学生已有的认知水平进行头脑风暴，主要为下一步世界中最主要的环境问题的引出做准备工作。
Step 2: Lead-in 1.Watch a video about our world.2.Discuss: What problems did you see?
3.Work in pairs.Say what you should do about these problems.三岔口初级中学英语电子教案
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设计意图:
视频让学生更直观地了解到我们的地球所面临的日趋严重的环境问题。通过观看，思考和讨论，给学生提供一个运用英语的机会，培养了学生注意的能力和主题理解能力，更激发了学生保护环境的意识。Step 3: Listening
1.Look at the photos.Describe and check them.(Activities 1 and 2)
2.Listen and read.Then do Activties 6 and 7.3.Discuss: Look at Activity 5.Choose one of them and answer it.设计意图:
听力是学生的一个难关，因此在设计中应由浅入深，教师加以引导和帮助。活动五在课文中没有直接原文答案，为降低难度，可让学生选择回答，让各层次的学生都有事情可做，都有事情会做，提高参与率和成就感。
Step 4: Speaking
1.Watch a video.2.Disuss: Think of some ways of environmental protection.Complete the table with the ways.设计意图:
保护环境并不只是政府的事情，其实在我们身边有许多我们能做而常被忽视的。通过观看同龄人的行为，让学生了解我们不该做的很多，我们该做的更多。让学生考虑应怎样从生活细节中采取措施来保护环境，保护地球，进而培养学生的忧患意识和主人翁意识，培养学生热爱生活、热爱自然界，培养保护环境的意识和关爱地球之心。
Homework: 1.Review Unit One.2.Workbook: Page 133 Vocabulary and Listening.3.Choose one of the two and finish it.(1)Think of more ways of environmental protection.(2)Find out some problems around you and think how to solve them.Then write it down.Period Two: Unit Two Remember three words: Reduce, reuse and recycle.Step 1: Warming-up
1.Check the homework.2.Introduce some environmental groups.3.Do a questionnaire.设计意图:
在社会中，包括政府在内，有许多的机构，单位，组织和个人都关心和保护着环境。通过问卷让学生领悟我们虽小，但我们可做的很多，而且这些可做的事就在我们的身边，就在我们的日常生活里，从而为课文的引出做好铺垫。
Step 2: Lead-in
Look at the pictures.Say which things are better for the environment and why.设计意图:
利用学生最熟悉的生活用品比较，在一定的语境中进行讨论和学习词汇。小组讨论可以集思广益，加深对课文的理解。而进行有意义的交流是词汇学习的上上策，培养学生词不离句学语言的好习惯。并且让学生从自身的感受和生活的经验来判断, 激发学生热爱生活、关心生活和保护环境的意识。三岔口初级中学英语电子教案
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Step 3: Reading
1.Read the passage.2.Work in pairs and answer the questions.(Activity 6)
3.Read the passage again and check the things you should do.Then give reasons for what you should or shouldn’t do.(Activities 4 and 5)设计意图:
通过慢速和快速阅读培养正确的阅读方法，让学生了解文章的主旨，同时培养学生的猜词能力，提高阅读能力。通过学生自己的阅读，主动去发现问题，提出问题，并通过不同途径解决问题。通过有意义的回答问题这种说的练习不但加深了对文章的理解，而且突出了语言的交流功能。
Step 4: Writing
1.Work in pairs.Make some lists of things.2.Make suggestions about how to be green.Give reasons，please.设计意图:
本部分为写作活动，与学生们的学习密切相关，同时也巩固先前的阅读所学知识，具有一定的难度，因此有必要提供范文。
1.本活动为写前活动，目的是收集信息，让学生深度理解三个重要词汇。
2.本活动是任务的主要阶段，首先让学生重温根据先前的图表信息，然后制定环保建议和理由。
Homework:
1.Review Unit Two.2.Workbook: Page 134 Reading and writing.3.Choose one of the two and finish it.(1)Make suggestions about how to be green and give reasons.(2)Make a list of things that you have done something to help our environment.Period Three: Unit three Language in use(1)Step 1: Warming-up
1.Check the homework.2.Watch a video.设计意图:
通过观看视频,让学生了解本堂课的主题是利用我们所学到的知识去讨论问题，解决问题。最重要的是如何从身边的小事开始，从我做起去保护环境，爱护环境，以达到学习和生活紧密联系。Step 2: Practice
1.Complete the conversation with the correct form of the phrases in the box.(Activity 9)
2.Read the ideas on protecting the environment.Then practise and answer the questions.(Activities 6 and 7)
3.Work in pairs.Discuss the question.(Activity 8)设计意图:
练习经过重组，难度有简到难，逐步深入，让学生自然地接受，消化。练习8又为下一步的讨论打下基础。三岔口初级中学英语电子教案
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Step 3: Discuss
Work in pairs and talk about the picture.设计意图:
学生通过任务，分享各自的智慧火花，使口语能力得到提高。通过交流看法，多角度、多元化促进学生对知识的掌握和运用。从听、说逐渐过渡到下一步的写，由口头输出的流畅性过渡到笔头输出的精确性。
Step 4: Module task
1.Discuss what you can do about pollution.(1)Decide what type of pollution you want to talk about.It could be water pollutiong, air pollution, waste, cutting down forests, etc.(2)Discuss your topic.Say what you think about the problem and what can be done.设计意图:
本部分为写作活动，可以巩固先前的阅读所学知识。本环节分为两个步骤：第一步是挑选内容，第二步是讨论和语篇写作。第一步对于英语基础不好的学生尤为有用。要求学生独立写作，同时又将学生自主学习与小组合作活动相结合，旨在培养学生独立自主的学习能力及分享观点，相互协作的能力。
2.Make a poster to tell others to protect the environment.设计意图:
活动过程可让学生先看一些例子，然后选择一个话题，收集相关资料；为招贴画选择一个标题；对招贴画进行描述介绍；进行评比打分，选择优秀作品在班级报栏展示。该活动有助于培养学生资料收集、筛选的能力，培养学生的主题意识和话题意识，以及小组成员的合作意识。让学生明白不光自己要有环保意识，更要号召、呼吁身边的人一起爱护环境，保护环境。
Homework:
1.Review Language in use(1).2.Finish the module task.Period Four: Unit three Language in use(2)Step 1: Word games
1.Make new words.According as the word, make new words as many as you can.2.Make new words.Join the words in Box A with the parts of words in Box B.Step 2: Practice
1.Do Activities 2, 3 and 4.2.Workbook: Grammar and vocabulary.设计意图:
加前、后缀是英语中最常见的扩充词汇的方式，也是学习英语必须掌握的构词法。但常用的前缀、后缀非常多，因此应指导学生在学习的过程中自己学习，讨论，研究和发现其规律，并注意平时的积累。
Homework:
1.Review Language in use(2).2.Finish the module work.三岔口初级中学英语电子教案
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Module 7 Australia教学设计
Unit 1 I’m looking for the photos that you took in Australia!
Teaching Aims and Demands: 1.Language Knowledge Key vocabulary: crocodile, shark, hand, have a look at, alongside, detail Key structure: The attributive clause with that
2.Listening skill: To understand conversations involving the Attributive Clause in listening.Improve the students’ listening ability.Teaching Aids: Multi-Media(or Tape recorder, OHP)Teaching Procedures: Step 1 Lead in Divide the class into several groups and each group has two, three or more students.One student acts as a travel agent, the other students want to travel.The agent will recommend some cities or countries to the others.设计意图: 复习七八年级所学过的关于城市和国家的知识，自然的过渡到本单元的关于澳大利亚的重点对话。并且可以培养同学之间的合作与交流，提高会话能力。
Step 2 Presentation Show students a picture of Sydney Opera House and tell them ―Tony’s father has been to Australia.He visited Sydney Opera House.‖ Then get them to listen to the dialogue and answer two questions: 1.Where else did he visit? 2.What animals did he see? 设计意图: 因为是一篇较长的对话，所以让同学们带着问题去听，第一遍不要求逐字逐句听懂，但要能回答出简单的问题。Step 3 Read and repeat Get the class to read the dialogue.Then ask them to read in pairs.Step 4 Complete the table After the students are familiar to the dialogue, ask them to complete the table in Activity 4.设计意图: 在这一步骤中,让学生从说转移到写上,并且让同学们在完成表格的同时更加熟悉课文。
Step 5 Answer questions Get students to answer questions about the dialogue.Step 6 Grammar Show students several sentences involving The Attributive Clause in this unit.Ask them to think of the use of the word ―that‖.设计意图: 在本单元只是呈现一下定语从句的概念，让同学们对此有一个印象，而不必强调如何去改写定语从句。在以后的两个单元的逐步练习中再让同学们慢慢地对此语法熟悉起来。
Step 7 Homework
1.Read the words and the dialogue frequently.Try to recite part of the dialogue.2.Finish some exercises in workbook Module 7.Unit 2 The camel that I rode had a bad temper.三岔口初级中学英语电子教案
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Teaching Aims and Demands: 1.Language Knowledge Key vocabulary: grape, ham, lamb, outback, relative, sheep, spir, surfing, wine, helicopter, purple, similar, ours, cricket, rugby, sunshine, expression, mate, temper, lifestyle Key structure: 1.The restrictive attributive clause with that 2.Reading skill: The students can read the long passage and can write some notes about it.Improve the students’ reading ability.Teaching Aids: Multi-Media(or Tape recorder, OHP)Teaching Procedures: Step 1 Play a game Get the whole class to play a game called ―I describe, you guess‖.设计意图: 由游戏开始上课,同学们会比较感兴趣，尤其是九年级的同学。通过游戏的形式让同学们能够较轻松地读懂并理解带定语从句的句子。因为老师出的题目有限，所以在全班做完之后，若时间允许，还可以分小组做。
Step 2 Read and check Get the students to read the passage once or twice quickly, and after that ask them to find the information about some numbers.Then check the true sentences.设计意图: 第二单元编排了一篇长课文，教师可以把它当成阅读课来上。所以先让同学们快速阅读，然后找出一些关键句，并能够判断句子的正误。能够做到以上两点就可以了。Step 3 Read again and write notes.Get the class to read the passage again, but this time read it more slowly.Then ask them to take some notes for Tony.The students can finish this job individually or they can discuss with their partners.设计意图: 通过做笔记，能够使同学们加深对课文的理解，并且加强同学们的归纳理解能力。Step 4 Read and repeat After the students are familiar to the passage, ask them to read the passage after the tape.Then they can read by themselves.Step 5 Explain some useful expressions.The teacher explains some useful expressions and grammar points.Step6 Homework
1.Read the words and the passage frequently.2.Copy the words and expressions.3.Finish some exercises in workbook Module 7.Unit 3 Language in use
Teaching Aims and Demands: 1.Language Knowledge Key vocabulary: water sports, grey, ancestor Speaking skill: To say sentences involving the attributive clause.Writing skill: To write sentences involving the attributive clause.Teaching Aids: Multi-Media(or Tape recorder, OHP)Teaching Procedures: 三岔口初级中学英语电子教案
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Step 1 Play a game Play another ―I describe, you guess.‖
设计意图: 本单元是一个复习单元,以游戏引出话题，活跃课堂气氛，鼓励学生大胆表达。因为老师出的题目有限，所以在全班做完之后，若时间允许，还可以分小组做。（让同学们事先准备好图片）。在做这个游戏时，同学们能够很轻松地说出带定语从句的句子，能够在游戏当中掌握好本单元的语法重点。Step 2 Read a dialogue Read a dialogue completed by the teacher and ask the students to make similar dialogues.Try to use the Attributive Clause.Read the conversation and pay attention to the underlined words.A: Do you want to see my photos? B: what photos? A: The photos that I took in Australia.1.A: What surprised you most in Australia?
B: The thing that surprised me most was the weather!2.A: What do you call that famous Australian animal? The one that can jump very high.B: Oh, you mean a kangaroo.3.A: What’s the name of that dangerous animal?
B: The one that is green? That’s a crocodile.设计意图:本单元是复习单元，尽可能让同学们运用本单元所学过的知识来自己编对话，做到灵活运用，大胆创新，并且还有助于合作与交流。
Step 3 Join the sentences.Ask the students to join the sentences with “that”.(句子见幻灯片)
Step 4 Finish Activity 1 Read the passage and underline all ― that‖ in the Attributive Clause.设计意图:在第三和第四步中，着重点在写上。经过了前面两个单元的学习，本单元的重点是让同学们能够写出带定语从句的句子，这也是本模块的一个任务。Step 5 Around the world Show students a picture of Australian athlete and hero.Ask students to learn from her.Step 6 Homework Finish the exercises in the workbook.Module 8 Photos Teaching Plan
一、题材内容
本模块以“摄影”为话题，借此让学生描述自己最理想的摄影作品。通过本模块的学习，学生进一步学习定语从句的用法。为学生提供了充足的语言实际运用的机会。学生可以围绕这一话题进行大量的听、说、读、写方面的语言实践活动,促使学生更有意识地自觉学习英语。语法难点仍是定语从句。教学中教师应随时随地灵活利用各种素材组织教学过程和内容，充分调动学生的积极性。教学目标： 1)语言知识： 语音 能够准确掌握句子中的单词重读。三岔口初级中学英语电子教案
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词汇 trouble,shot,kid,expect,historic,size,beauty,category,movement,feature,include,rich, congratulation, photographer, present, ceremony, frightened 词组 on the left/right, pick up, even though 语法 功能 能使用who, which 引导的定语从句。Measuring;Describing people and things.话题 以“摄影”为话题。2)语言技能：
听 Identifying photos from descriptions.说 Describing photos.读 Transferring information to a table.写 Writing a description of a photograph.演示与表达 能够向他人介绍自己的摄影作品。
3)学习策略
学习一定程度形成自主学习，有效交际、信息处理、英语思维能力。认知 联系，归纳，推测等技能。学习查词典,阅读报刊,上网等提高自学能力。调控 从同伴处得到反馈，对自己在叙述及作文中的错误进行修改。交际 资源 学习运用恰当词语介绍自己的摄影作品。
通过报刊、书籍、网络等其他资源获取更多简单英语的有关摄影的信息。
自学策略 能够根据自己的情况预习教材并进行拓展。合作学习策略 能够根据小组内同学的特长分工合作，积极参与讨论，互相学习，取长补短，注意从他人的演示中汲取经验,注意学习策略共享。
4)文化意识：乐于了解世界各地人们审美观念。
5)情感态度：培养学生互助合作的情感素质。参加各种英语活动,感受学习的乐趣，克服困难，在新环境中进一步树立准确的语言学习观，通过欣赏他人的摄影作品，提高自己的审美情趣。
6)任务:能够描述自己的摄影作品。
教学重点和难点：
重点：1．通过谈论自己的摄影作品，训练学生的听、说、读、写能力； 2.who,which引导的定语从句。
难点： 掌握使用who,which引导的定语从句。
教学方法：
基于课程改革的理念及“第二语言习得论”,培养实现人的可持续发展和人的主体精神的自我完善和发展所必需的能力和素质，运用任务型教学途径，围绕核心任务，设定小任务，开展和谐愉悦的课堂活动，强调兴趣第一的原则,初步设计“P—T—P”自主学习立体模式：pre-task„task-cycle„post-task。
二、教材处理
核心任务：能够收集、拍摄自己最喜欢的作品，并能运用所学句型结构谈论他们。三个环节如下：
pre-task：学生联系生活实际，激活背景知识。
task –cycle：通过整个模块的听说读写的训练，强化使用who,which引导的定语从句来谈论摄影作品的表达能力，为完成任务做好铺垫。post-task：达成任务，展示成果，反馈学习情况
三、教材安排
根据学生学习英语的特点和规律，我们把本模块划分为4课时： 三岔口初级中学英语电子教案
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Period 1: Vocabulary and Listening &Pronunciation and Speaking Period 2: Reading
Period 3: Writing& Around the world &Module Task Period 4: Language in use 注：教学时应根据学生的学习水平、生活实际水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。『教学设计』
Title:
Module 8 Photos
Period 1: Vocabulary and Listening &Pronunciation and Speaking 1.Teaching Aims and Demands:
1)Key vocabulary: trouble,shot,kid,expect, on the left/right, pick up, 2)Listening skill: To understand conversations involving talking about photos.Improve the students’ listening ability.3)Emotion &Attitudes:To help the students learn more about different lives in our daily life from different photos.2.Teaching difficult and key points:To let the students know something about the Blues band, and practise making dialogue about photos.3.Teaching approach: Communicative teaching
4.Learning strategies: Bottom –up approach and listening to the tape and do some exercises.5.Teaching Aids: Multi-Media(or Tape recorder, OHP, Blackboard)6.Teaching Procedures: Step 1 Revision
Task 1: Recall what we have learned in Module 7.1.Label the pictures with the words and expressions.(1).Read through the words and expressions in the box and have the Ss.Repeat them after you.(2).Ask them to label them in the pictures on the screen.(3).List some words which are connected with Australia.Ask students to speak out as many as they can.2.Tell something about Australia.Ask students to speak out as much as they can.Step 2 Lead in
Task 2: Show some photos about entertainment, sport, culture, nature beauty, and lead in the topic of photos.Then learn the new words of this unit.1.Get them to enjoy some photos about entertainment, sport, culture, nature beauty, 2.Show them a picture of a concert.Let Ss guess what it is and what’s happing in this photo, then introduce the new words.3.Discuss the picture, using the words in the box in Activity 1.Step 3 Listen and read Task 3: Listen to the tape and finish Activity 2.Then check and call back the answers.1.Play the recording while they just listen and focus on the words in Activity 1.2.Have them check their answer with a partner and play the recording again.3.Check and call back the answer from the whole class.Task 4: Listen to the tape again and do Activity 4,5.Then check and call back the answers.1 Show them the questions in Activity 4.2.Play the recording and have them listen to the recording and focus on the questions in Activity 三岔口初级中学英语电子教案
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4.3.Play the recording again and have them write down the answers, then check with a partner.4.Then call back the answers from the whole class.5.Read the conversations in Activity 3.Make sure that Ss understand the conversation.6.Complete the sentences in their own words Activity 5.Then call back the answers from the whole class.Task 5: Let the Ss finish the Activity 6 by themselves.Then check and call back the answers.1.Show them the questions in Activity 6.2.Have them write down the answers, then check with a partner.3.Then check and call back the answers from the whole class.Task 6: Read 1.Play the recording again and pause after each phrase, asking the Ss.to repeat chorally and individually.2.Put the Ss.into groups of 5 to practise the dialogue.3.They should repeat it several times, changing the roles each time.Step 4 Pronunciation
Task7: Listen and repeat the sentences in Activity7 on page 65.Make sure that they stress the underlined words.1.Ask the Ss to listen and repeat the sentences.2.Play the recording again.Ask the Ss to pay particular attention to the word stress.3.Ask the Ss to listen and repeat chorally and individually.Step 5 Speaking
Task 8: Work in pairs, choose a photo to talk about and finish Activity 8.Then check and call back the answers.1.Get each of them to choose a photo.2.Ask them to work in pairs to share their descriptions.3.Call back some examples in a whole-class setting, paying special attention to the use of the attributive clause guided by who which..Step 6 Homework
1.Do Exx7.8&9 in the Wb.2.Oral work: Read the conversation of Activity 3.3.Preview Unit2 in Module 8.Period 2 : Reading 1.Teaching Aims and Demands: 1)Language knowledge: historic, size, beauty, category, movement, feature, include, rich, congratulation, photographer, present, ceremony, photographer, present, ceremony，even though 2)Reading skills: To detect and foster the students’ reading skills To get information from the reading material.3)Emotion &Attitudes: To help the students learn more about different lives in our daily life from different photos.2.Teaching difficult and key points: To let the students know something about photo competition
and learn something about the differences among entertainment, sport, culture, nature beauty photos.三岔口初级中学英语电子教案
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3.Learning strategies: Communicative approach.4.Teaching Aids: Multi-Media(Tape recorder, OHP)5.Teaching Procedures: Step 1 Revision Task1:Help students to revise what was learnt in Period1of this module.1.Show them some pictures about entertainment, sport, culture, nature beauty photos.2.Have the Ss.talk about them.Step 2 Preparation Task2: Let the Ss preview the new words and make them build the conception of entertainment, sport, culture, nature beauty photos, then lead in the Activity 1.1.Show them some pictures about entertainment, sport, culture, nature beauty photos.2.Have the Ss.talk about them.Task 3: Learn the new words, then label the pictures with the words.1.Read through the words on the screen.Have the Ss.Repeat them after you.2.Read the words separately and have them remember them.3.Make some sentences with the words.4.Call back the answers from the whole class Step 3 Scanning and Skimming Task 4: Scan this passage, according to the content , finish Activity 3.Then check and call back the answers.1.Get the Ss to read the passage as quickly as possible.2.Do Activity 3.Complete the table and write notes 3.Call back the answers from the whole class.Step 4 Reading Task5: Let the Ss read the passage by themselves in details, and do Activity 4.Then check and call back the answers.1.Read through the sentences in Activity 4.2.Read the passage by themselves.And ask to finish the true or false exercises.3.Check the answers with the whole class.Task6: Use the given words to find opposite words in each sentences, and finish Activity 5.Then check and call back the answers.1.Get the Ss to listen and repeat the passage simultaneously.2.Use the given words to find opposite words in each sentences, 3.Get the students to correct the sentences..4.Call back the answers from the whole class.5.Language points in the passage.Task7: Finish Activity 6, Then check and call back the answers.1.Get the Ss to read the passage together loudly.2.Discuss the following questions in groups.1)―…read on to find out who the winners are.‖ where do you find who the winners are?
2)―…the fun which their fans are having.‖ Why are the fans having fun?
3)―It successfully shows the rich culture which makes Beijing so famous..‖ Who or what shows the rich culture? 3.Share the ideas.三岔口初级中学英语电子教案
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Step 5 Pairwork Task6:Finish Activity 7.Then check and call back the answers.1.Read through the table.2.Work in pairs.Ask and answer about the places.3.Get Ss to talk about the classroom.Step 6 Practice 1.Do Exercise 10 on page 142 in the WB.2.Give the students some time to recall what they’ve learned in this class.Step 7 Homework 1.Read the text.2.Retell the text.Period 3: Writing & Around the world &Module Task 1.Teaching Aims and Demands: 1)Writing skill: To write something about a photo.Improve the students’ writing ability.2)Reading skills: To get information from the reading material A famous photo.3)Emotion &Attitudes:To help the students learn more about different lives in our daily life from different photos.2.Learning strategies:Top-down and Interactive approach and do some exercises.3.Teaching Aids: Multi-Media(Tape recorder, OHP)4.Teaching Procedures: Step 1 Revision Task1: Help students to revise what was learnt in the last class.1.Revise the words and phrases.2.Let the Ss.retell the text.Step 2 Writing.Task2: Write sentences about their favorite photograph.1.Ask the Ss run through the questions in Activity 8 on Page67 and w rite sentences about their favorite photograph..2.Call back the answers from the whole class, having individuals read their sentences.Task3: Write a short passage describing their favorite photograph 1.Ask the Ss to do this individually.2.They can exchange it with a partner for peer correction.3.Have some students read their passage out to the whole class.Step 3 Around the world Task4: Learn something about a famous photo.1.Ask the Ss.to look at the photo about the space.Tell the Ss.some knowledge about it.2.Read the text and answer any questions the Ss have.Step 4 Module Task Task5: Making a photo show.1.Activity 10 on page 71.Ask the Ss.to write about their favorite photo, saying what /who it is and why it is important to them.2.Activity 11 on page 71.Show their photo to their group.And tell others why they like it and why it is important to them..Answer any questions their group may have.Listen to the other 三岔口初级中学英语电子教案
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members of their group talk about their photos.3.Activity12 on page 71.Put all the photos on the table and talk about them in groups.Step4 Recalling Recall what we have learned today.Step5 Homework 1.Do Ex.11 on page 143.2.Do the Self-assessment on page 143.Period 4: Language in use
1.Teaching Aims and Demands: 1)To detect and foster the students’ understanding of grammar skills(skill)2)To master the useful words and expressions(knowledge)3)To help the students learn more about different lives in our daily life from different
photos(emotion)2.Teaching difficult and key points:To let the students know how to use ―Which and Who ‖ to make attributive clause
3.Teaching approach: Communicative teaching
4.Learning strategies: Formal instruction and task-based approach and interactive practice.5.Teaching Aids: Multi-Media(recorder, OHP)6.Teaching Procedures: Step 1 Revision Help students to revise what is learnt in 3 periods of this module.Step 2 Listen and speak Task1:Look at the photos in Activity 8,then discuss them.1.Get Ss.to describe cameras in the photos.2.Say how you think cameras have changed since their earliest beginnings.Task2: Practise listening 1.Ask the Ss.to listen to the conversation and do Activity 9 on page 70 individually.2.Listen again and check with their partners.3.Call the answers back from the class.Step 2 Write Task 3: Complete the passage using the correct form of the words and expressions in the box.1.Ask the Ss.to complete the passage using the correct form of the words and expressions in the box in Activity 1 and Activity 7.2.Call the answers back from some students.Step 3 Language practice Task4: To summarize and consolidate the attributive clause guided by who/which.1..Read through the examples with the Ss.and make sure that they are familiar with the use of the attributive clause guided by who/which.2.Ask the Ss.to repeat the sentences in the box.3.Ask―Can you make other similar examples?‖
4.Focus the Ss’ attention on the ways in which they are used: who/which.Task5: Do Activity2 and Activity 3 on page 68 individually.1.Ask the Ss.to check with a partner.三岔口初级中学英语电子教案
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2..Ask the Ss.to read out the sentences.3.Summarize the use of the attributive clause guided by who/which.Task 6: Join the sentences with who or which.1.Ask the Ss.to do Activity 4 on page 69 individually.2.Call the answers back from some students.Task7: Use the knowledge of this module to make an instruction of Activity 5.1.talk about the two pictures.2.Then talk about the people in the two pictures.3.Now ask questions about the picture, and write down their answers.Step 4 Guess Task8: A guessing game
1.Look around the class and describe something to their partner, using the knowledge of this module.2.Guess who/what I am describing.Step 5 Homework:
1.Finish all the exercises in the WB.2.Preview Module 9.The Teaching Plan for Module 9 Cartoon stories Unit 1 We need someone like superman who can save Tony.Type of lesson Listening and speaking Period 2 Teaching Aims Language goals:
To understand the conversation involving the use of the restrictive attributive clause;Emotional experience: To be able to retell Tony's experience and what his classmates did when Tony was in trouble.Learning abilities & strategies: 1.Improve students' listening and reading skills.2.To train students' ability of listening and speaking.Realization of culture: To ask and give information about one's favourite cartoon.Teaching aid Recorder, pictures, small blackboard Strategies for teaching difficulties & 三岔口初级中学英语电子教案
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key points Teaching difficulties & key points Special Strategies Personal adjustment 1.The new words and phrases.ending, flash, laughing, over there, word, have a word with 2.Master the structure of restrictive attributive clause with that, Which and who.1.Remember the new words of this unit.2.do some exercises by using them,and make more sentences.Teaching procedure Step1 Greeting and revision Say hello to everyone.Revise the grammar by doing some exercises The boys _______are playing football are from Class One.Football is a game _______is liked by most boys.The school in _______he once studied is very famouse.We bought a book ________had lots of cartoons in it.Step2 Presentation 1).Remember the words in the box of activity 1(with time limit--30s)2).Complete the sentences with words what you have remembered A _______________is a person who plays a part in a story, and the _______is the person who plays the main part.A ___________cartoon is one which doesn't make you ________, such as a ____________of a news story.A cartoon in which the hero saves someone is a story with a happy___________.A ________is a story you tell to make people laugh.Step 3 Listen and read.1.Listen to the tape carefully.2.Ask and answer in activity 4 1).What does Betty think the ending will be 2).Why is the situation no laughing matter 3).How do you think Superman can save Tony
4).When will Tony possibly find out that his friends have got the camera 5).Why does Betty says she'll be Superman 3.Explain the language points 1)This is serious.这是很严肃的.2)But it's no laughing matter.但这不是开玩笑的事情.3)to have a word with 和某人说句话 4)That's good news.那是好消息.5)Here you are.给你.6)in deep trouble 处于险境中
7)Oh dear!噢, 天啊!dear adj.①亲爱的, e.g.Dear Sir./ My dear.②昂贵的(expensive)eg.That's a dear shop.三岔口初级中学英语电子教案
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③int.(表示伤心,焦急, 惊奇等)呵!哎呀 eg.Oh dear!serious(adj.)严肃的,认真的---seriously(adv.)eg.Are you kidding or are you serious 你是开玩笑还是认真的Grandma is seriously ill.祖母病的很重.4.Translation the whole conversation by students.5.Work in pairs to complete the sentences in activity 5 in your own words.Step4.Pronunciation and speaking Listen and repeat the sentences.Step5.Homework Do the WB activity 1.Learn the conversation by heart.Blackboard Writing Design 1.But it's no laughing matter.但这不是什么可笑的事情.2.Have a word with sb.和某人说句话.比较:Have words with sb.与某人吵架.3.That's a smart idea!等于that's a good idea.4.Be in deep trouble.处于大麻烦/险境中.Self-reflection
Unit 2
There are several fan clubs in China which have held birthday parties for Tintin.Type of lesson Reading and writing Period 2 Teaching Aims Language goals:
1.To get information from the reading material about cartoon stories.2.To learn some new vocabulary.Emotional experience: To learn more expressions of describing cartoon stories.Learning abilities & strategies: 1.Improve students' listening and reading skills.2.To train students' ability of listening and speaking.Realization of culture: 1.To know more about many cartoon of China and abroad;2.To write about a cartoon.Teaching aid Recorder, pictures, small blackboard Strategies for 三岔口初级中学英语电子教案
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teaching difficulties & key points Teaching difficulties & key points Special Strategies Personal adjustment 1.To understand the passage, 2.To learn the restrictive attributive clause with that, who and which 1.To get the main idea of each paragraph.2.Find out the restrictive attributive clause in the passage and explain them.Teaching procedure Step1 Warming-up
1.Review the text of Unit 1
2.Let the students act out the dialogue in pairs.3.Introduce the new words.Step 2: Reading 1.Talk about the following questions by groups.1).Do you like watching cartoons
2).What cartoons have you ever watched
3).Do you know the names of the following cartoon characters 4).Are they in recent cartoons or old cartoons
5).Use the words in the box to describe the cartoon characters.2.Listen to the passage to find out and check your answers.Name of cartoon Recent/Old Description Nemo Shrek the Monkey King Tintin Snoopy 3.Read the passage and find out the sentence which best summarizes the passage in activity 4.4.Listen to the passage again and choose the correct answer.1).The Monkey King is a cartoon character which_______.a)causes problems in heaven b)has travelled to the moon 2).Shrek is a monster who__________.a)falls in love with a princess b)was born from stone 3).Nemo is the name of a _________.a)fish which is caught by a diver b)big, fat cat which is very lazy 4).Snoopy is a lovable dog which was created by____.三岔口初级中学英语电子教案
九年级
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a)Tintin
b)Charles Brown's 5.Work in pairs and answer the questions in activity5.Step 3.Key words and expressions 1.favourite n.喜欢的东西/人 adj.特别喜欢的 2.series n.系列(单复同形)3.translate v.翻译 translation n.翻译, 转化 translator n.翻译者 4.Belgian n.比利时人 adj.比利时人的 Belgium n.比利时 5.create v.创造
creation n.创造
creative adj.有创造力的
6.orange-and-white 橘白相间的 black-and-white 黑白相间的
如果用表同一方面情况(如说明性质,颜色,物质)的两个或两个以上的形容词来作定语需用and连接.7.ever since 从„开始
从他退休以来,已经在这呆五年了.He has been here for 5 years, ever since he retired.8.But it is above all the jokes played by the monkey that people remember.it 引导的强调句用来对句中某一成分加以强调.结构:”It is(或was)+强调部分+ that(或who)„ Step 4.Homework 1.Writing: try to write a cartoon by yourself.2.Complete the activities 5~8 on P145(WB)Blackboard Writing Design 1.fan club 影迷俱乐部
2.orange-and-white 橙白相间的 black-and-white 黑白相间的 合成词作定语 3.win the heart of sb.赢得某人的心
4.in heaven 在天宫里
5.mke a mess 搞得乱七八糟 see a mess 看到狼籍一片 „„ Self-reflection
Unit 3 Langugage in use Type of lesson Revision and application Period 2 三岔口初级中学英语电子教案
九年级
第 ５ 册
Teaching Aims Language goals: To summarize and consolidate the language knowledge in this module.Emotional experience: To learn something about cartoons, to complete a task involving making a cartoon story Learning abilities & strategies: 1.Review the passive voices that students' have learned.2.To train students' ability of words and speaking.Realization of culture: Learn how to describe cartoon heroes, how to make a cartoon.Teaching aid Formal and interactive practice, task-based activities Strategies for teaching difficulties & key points Teaching difficulties & key points Special Strategies Personal adjustment To train students' ability of words and speaking.To be able to help each other in communication.Exercise method.Writing and Oral practicing method.Teaching
procedure Step 1.Greeting and revision 1.Review the text of Unit 2 2.Complete the sentences with which, who or that.1)The man_______we met was a cartoonist.2)He drew a dog___________had six legs.3)The cartoon and the cartoonist _________you're talking about is very famous.4)I know a teacher_______________is also a cartoonist.5)The picture____________I like best is the first one.6)Did the children watch a cartoon____________was drawn by Alice last Friday 3.Join the sentences with who, which or that.There's a Chinese artist.You must meet him.There's a Chinese artist(who)you must meet.Step 2 Language practice 1.Read through the example sentences in the box with the whole class.2.Ask them what language point is demonstrated.Attributive Clauses(引导词的省略)Step4.Vocabulary 三岔口初级中学英语电子教案
九年级
第 ５ 册
1).Complete the passage with the correct words in activity 8.2).Complete the passage with the correct phrases in the box in activity 9.Step5.Grammar 1.Attributive Clauses
The cartoons(which / that)I like have lots of jokes.在英语中,如果定语从句的引导词在从句中作宾语就可以省略,无论从句修饰的是人还是物.eg.Did you go to the talk ○ the famous cartoonist gave at your school The cartoonist ○ we spoke to still uses pen and paper to make his drawings 在英语中,如果定语从句的引导词在从句中作主语就不能省略,否则会造成结构混乱,影响表达.I've got a camera which has got his name on it.Perhaps it'll be a cartoon which has a happy ending.It tells the story of a monkey who leads a group of monkeys.eg.I'd love to have a teacher who was a cartoonist.He could make lessons that are usually boring more interesting.2.Exercises 1.Do the exercises 1.2.3 in WB.2.多项选择.从下列ABCDE中选出符合题意的任意项.A.which B.that C./ D.who E.whom(见附表)Blackboard Writing Design Attributive Clauses
The cartoons(which / that)I like have lots of jokes.在英语中,如果定语从句的引导词在从句中作宾语就可以省略,无论从句修饰的是人还是物.eg.Did you go to the talk ○ the famous cartoonist gave at your school The cartoonist ○ we spoke to still uses pen and paper to make his drawings 在英语中,如果定语从句的引导词在从句中作主语就不能省略,否则会造成结构混乱,影响表达.eg.I'd love to have a teacher who was a cartoonist.He could make lessons that are usually boring more interesting.Self-reflection Appendixes/Unit 1 1.But it's no laughing matter.但这不是开玩笑的事情.表示的否定强度比 Not a laughing matter.强得多.2.have a word with sb.和某人说句话.等于to talk to some one for a short time.a 与谈话中说了多少没有任何关系.比较:have words with sb.与某人吵架.3.That's a smart idea!等于That's a good idea.4.be in deep trouble.处于大麻烦/险境中.Exercises: 根据给出的汉语意思或首字母提示完成下列各题.The story has a happy ending(结局).三岔口初级中学英语电子教案
九年级
第 ５ 册
We feel that life is no laughing matter(开玩笑的事情).This isn't one of those cartoons(卡通)which make you laugh.Come here and I have a word with you.Did you have any trouble finding your way here You can imagine how surprised I was.Appendixes/Unit 2 1.fan club 影迷俱乐部
2.orange-and-white 橙白相间的 black-and-white 黑白相间的 合成词作定语 3.win the heart of sb.赢得某人的心 4.in heaven 在天宫里
5.make a mess 搞得乱七八糟 see a mess 看到狼籍一片 mess 一般以单数形式出现, e.g.You are really a mess!你脏透了!What a mess!真乱!
Your room is in a mess!你的房间乱七八糟的.6.favourite adj.喜爱的,n.特别喜欢的人或物 7.ever since 自从,从那时到现在,从„„开始
e.g.She has been rich, ever since she met a good man.8.translate into 翻译成„,translate sth.from a language into another language.9.a series of 一系列 series的单数复数一致
Appendixes/Unit 3 定语从句中引导词/关系词的省略问题.如果引导词/关系词在从句中作宾语成份可以省去引导词/关系词,无论从句修饰的是人还是物.但是作主语不可省,否则会造成结构混乱.which 指物可作主语和宾语,that 指人指物可作主语和宾语,who 指人在正式语体中只作主语,whom 指人做宾语,但在非正式语体里界who 也可作宾语.关系代词 先行词
在从句中的作用 who 指人 做主语 whom 指人 做宾语 that 指人或物 做主语或宾语 which 指物
做主语或宾语
The cartoons(that/which)I like have lots of jokes.I like the teacher who teaches me English this term.在日常口语中,在定语从句中作宾语的引导词往往被省略,但在较正式的文字中则较少省略.三岔口初级中学英语电子教案
九年级
第 ５ 册
Exercises: 不定项选择.从下列ABCDE中选出符合题意的任意项.A.which B.that C./ D.who E.whom 1.It is the third time ______you have made the same mistake.2.The factory _______we'll visit next week is not far from here.3.Do you know the man ________ I spoke to
4.Can you lend me the book ______you talked about the other day 5.The engineer ________my father works with is about 50 years old.6.That is the office ______Lincoln once worked in.7.All the apples _______fell down from the tree were eaten up by the pigs.8.The place__________interested me most was the Children's Palace.9.The number of the people _______own cars is increasing.Module 10 Fitness
一、教学目标
1、语言知识目标 语音 词汇 朗读中停顿注意句群
ache exercise weight interest sugar tasty menu behave persuade ban educate typical
diet
fitness running weight lifting unlikely chip pasta cooking disadvantage advertise 词组 give up
bump into
语法 功能 话题 whose引导的定语从句
能用whose定语从句来描述人 以“健康”为话题。
2、语言技能目标
听 能听懂用包含所学的定语从句的口头表述，询问及其回应的听力材料。
说 能在语境中流利说出本模块的生词，能说一些有whose的定语从句 读 能读懂有关健康体育活动与饮食的短文，理解阅读材料中定语从句所表达的语义。进行一定阅读技能训练。
写 能写包含所学定语从句的句子，能结合实际写改善饮食的文章 演示与表达 能向同伴或全班讲述如何保持健康，并提出合理建议
3、学习策略目标
自主学习、有效交际、信息处理、英语思维能力。认知 调控 交际 资源 自学 策略 合作 学习策略 互相学习，取长补短，注意学习策略共享，将自己所搜集的信息与其他同学共享。联系、归纳等技能。观察并归纳的有Whose的定语从句结构，提高自学能力。从同伴处得到反馈，对自己在叙述及写作中的错误进行修改。学习运用恰当词语，句子描述如何保持健康。
通过其他资源获取更多有关“健康”的英语材料。
培养在词语与相应事物之间建立联想的习惯，形成话题联想的习惯。
第五篇：外研版四年级英语上册教学计划
四年级英语上册教学计划
一、指导思想
国家《英语课程标准》明确指出：提倡任务型教学模式，把综合语言运用能力的培养落实在教学过程中，倡导体验、实践、参与、交流和合作的学习方式，实现任务的目标，感受成功，强调学生能用英语做事情。
二、学情分析
本学期我担任学校的四年级英语，共有学生43人。通过三年级一年的学习，学生们也有了一定的基础，本学期可以在此基础上进行教学。四年级的孩子在整体上比较活跃，沉不下心，容易起哄，在此后的课堂中，针对此现象要严加管理，进行纪律约束。作为四年级的老师，不仅要调动学生的积极性，活跃课堂，有效地完成教学任务，还要注重对学生综合能力的培养，尤其是要对学生的思维能力，分析能力和理解能力进行更高层次的提高。
三、教材分析
本学期继续沿用外研版四年级教材，总共10个模块：
Module1是在复习之前学过的方位介词的基础上学习地方名称，以及新的方位词beside, next to, up, down, left, right.重点句型：Excuse me, where is the ……? 能够学会问路或为他人指路，并应用在生活中。
Module2是学习小学英语四年级入门语法——现在进行时，理解语法知识点，会用现在进行时谈论图片上正在发生的事情，询问并讲述正在发生的事情。复习学过的动词，并掌握动词变为动名词的变化规则。
Module3是继续学习be动词与人称的搭配在现在进行时中的用法，用现在进行时谈论人们在公园中的活动，描述正在发生的行为或动作，尝试看图说话，正确使用句型。
Module4是学习食物及购物，复习之前学过的食物，了解典型的食品和饮料名称，掌握重点句型Do you want some……?肯定回答有：Yes, please.否定回答是：No, thanks.了解中西方的回答情况，尝试自编购物对话。
Module5是学习用can表能力引导的一般疑问句，继续学习一些动词，句型有：Can you ……?后加动词原形，肯定回答有：Yes, I can.否定回答有：No, I cannot.通过学习激发学生的学习欲望。Module6是继续学习用can引导的一般疑问句，但意味着“请求”，请求获得，允许或拒绝，句型有：Can I have some……?肯/否定回答有：Yes, you can./ Sorry, you cannot.了解英语国家和中国的主要食物和节日，表达祝愿，复习食物。
Module7是结合现在进行时用“There be ……”来描述图片上的情景，复习蔬菜、水果、动物、五官类单词。了解单复数概念，单数有“There is ……”，复数用“There are……”。将所学句型应用到生活当中。
Module8是学习新的语法：be going to结构，讲述自己的计划和即将发生的事情，即一般将来时。通过课文的学习，复习英语中最简单的称谓语和问候语，学习be going to中动词规则，注意哪些时间词表示一般将来时。
Module9是学习将来时的一般疑问句，句型有：Are you going to……?学习制定计划，学习关于体育活动类的单词、词语。
Module10是学习表达节日问候，并描述过节时的风俗习惯，复习英语国家和中国的节日及食物。
四、教学目标
1、培养学生自主学习的兴趣，让学生主动参与英语活动。
2、培养学生英语思维，能够根据老师的指令做出快速反应。
3、勤记课本单词，熟读课文，发音准确。
4、将所学知识应用到生活中，大胆说英语。
5、多做习题，善于总结，培养兴趣的同时，测试也能有好成绩。
五、重、难点解析
1、复习一般将来时的运用；
2、复习巩固过去时；
3、复习现在进行时；
4、复习巩固特殊疑问句：（1）What do you want to eat?(2)What are you doing?(3)What are they doing?(4)Who are they talking about?
5、继续学习动词的过去时态；
6、学习简单的一般将来时态的表示方法。
六、教学方法
1、提倡任务型教学，让学生学以致用。在教学中，根据教学内容为学生设计一些贴近学生学习和生活实际的任务，培养学生对语言的支配感。
2、尽可能为学生学习语言创造情境。利用图片、模型、实物、简笔画等教具，利用自己的手势、动作、表情等体态，利用课件、录音、录像等现代教学设备，使英语教学变得生动形象，为英语教学提供各种教学语境和真实的交际场合，营造英语交际情境和气氛。
3、实施趣味性教学，精心设计游戏、竞赛等活动，使教学情趣化，给学生以愉快的情绪体验，充分调动学生的积极性，促使学生向着目标不断进取。
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